Childminder in Lancashire

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

The childminder has created a warm and inviting environment with a strong family ethos. Children eagerly enter the setting and engage with resources as soon as they arrive. Children enjoy getting to know the family cats and chickens in the garden. Children ask if they can take the inspector on a tour of the setting and talk about their favourite toys they like to play with. This demonstrates that children are settled and secure. The childminder thinks about her environment carefully. A range of resources are stored on open shelving, which means that children can make independent choices and lead their own play.

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The provision is good

The childminder is a positive role model and is calm and patient with children. For example, she supports children to use a knife and butter their own bread for lunch. Children have formed secure attachments with the childminder and enjoy involving her in their play. The childminder has high expectations for all children and consistently promotes positive behaviour. For example, she encourages children to share and take turns. Children listen carefully to the childminder and are aware of boundaries and expectations. Children have been well supported through changes in their routine due to the COVID–19 (coronavirus) pandemic.

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need to do better?

n The childminder has developed an exciting curriculum, which supports children in their learning and helps them to make progress. She skilfully adapts learning to support children's interests. For example, children enjoy using a magnifying glass to look at different minibeasts. Children enjoy talking with the inspector about differences and similarities. This shows that children remember and that learning has taken place. This means that children can build on their learning which supports them in the next stage of their development. n The childminder promotes learning in imaginative ways. For example, children plant sunflower seeds and measure their growth. This allows children to explore measuring, planting seeds and the natural world. The childminder talks with children and introduces new words, such as 'seedling'. However, opportunities for children to think things through themselves are not consistent.

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need to do better?

n The childminder regularly observes children as they play and implements a challenging curriculum with a clear intent. For example, children enjoy using a variety of tools, build with small size construction blocks and enjoy using puppets to retell stories. This supports children's physical skills and develops hand muscles in preparation for early writing skills. n Care practices are very good and have a significant impact on children's well- being. The childminder offers reassurance to children and encourages them to make new friends and talk to new people. The childminder builds children's confidence and supports children's emotional well-being. For example, she helps

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need to do better?

9 June 2021 children know how to fasten their coat and put on their shoes as they prepare to start school. n Strong partnerships are in place with parents. Communication is regularly shared about children's needs and parents are very complimentary about the childminder. They appreciate the extra things that the childminder does. For example, in restrictions during the COVID-19 pandemic the childminder took new books and activities to children as they stayed at home. n Partnerships with other providers are in place. For example, the childminder shares information with school teachers as children prepare to start school. However, partnerships with providers who share the care of children are less established. n The childminder is committed to strengthening her knowledge, in order to further develop her practice. She receives regular updates of changes within the early years sector and attends regular training opportunities to enhance her

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need to do better?

understanding. She evaluates the service she provides and has identified areas she would like to develop further in the future. n Children learn about the wider world. They explore different cultures and experience different tastes and foods. Children go on a range of walks and outings which incorporate learning opportunities. Recently children have used public transport to visit a local café and have lunch. This allows the opportunity to teach good manners and talk about foods which are healthy.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands the importance of safeguarding children and has policies and clear procedures in place to help to keep children safe. She attends regular safeguarding training and knows who she would report to if she had concerns about a child's welfare. She teaches children about keeping safe. For example, she talks with older children about using mobile phones and using the internet safely. The childminder ensures she checks the environment every day before children arrive. She teaches younger children to consider risks in the environment. For example, she encourages children to tidy toys away so that they do not slip on the floor.

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should:

n expand opportunities for children to build their thinking skills and think things through by themselves n strengthen partnerships with providers who share the care of children, in order to better support children's needs, especially as they prepare to start school.

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Setting details

Unique reference number EY550255 Local authority Lancashire Inspection number 10130825 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary 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 Rossendale, Lancashire. She operates all year round from 7am to 6pm, Monday to Friday, term time only.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in their evaluation of the setting. n The inspector and childminder completed a learning walk together. They held discussions about how the childminder supports learning and the care she provides. n A joint observation was completed by the childminder and the inspector. n The inspector observed activities and spoke with the childminder about the impact these have on children's learning. n Children excitedly spoke to the inspector about their favourite resources and the activities they like to do. n The inspector spoke to parents and looked at written comments to take account of parental views.

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Inspection activities

9 June 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

9 June 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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