Clegg, Gemma Marie

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder is an extremely passionate and dedicated practitioner who has high expectations of children. Children quickly develop warm and trusting relationships with the childminder and her assistant. Given the COVID-19 (coronavirus) pandemic, the childminder has carefully adapted her provision to ensure that children are able to settle quickly. This has included opening her setting on a weekend so that individual families can visit. This has helped to offer reassurance to parents and, subsequently, children arrive confident and quickly become engaged in activities. Despite parents no longer entering the setting, partnerships remain strong. The childminder ensures clear communication is maintained. She shares with parents pictures and updates of their children at play throughout the day.

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The provision is good

Children show high levels of engagement and perseverance. The childminder supports children to develop a positive can-do attitude as they build on their existing knowledge and skills. For example, the childminder values the importance of developing children's independence. She supports children to make their own choices when deciding which toys to play with. Additionally, she encourages children to peel their own fruit at snack time, rather than simply completing this task for them. The childminder asks children if they remember what to do and they follow her gentle guidance.

p.2

The provision is good

Children are continuously praised for their efforts and achievements. They behave well. They demonstrate kindness and concern for others and impressively share and take turns. Children listen carefully to the instructions given by the childminder and her assistant and demonstrate an awareness of routine and expectations. For example, they take off their shoes on arrival and help to tidy up before snack time.

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need to do better?

n The childminder gives exceptional consideration to helping children understand their feelings and emotions. The childminder has developed a cosy corner within her home where children can relax and take time to reflect. The childminder has created emotion figures to encourage children to talk about how they are feeling. This helps children to develop empathy and an awareness of how their behaviour affects others. The childminder has generously duplicated these resources so that parents can continue to support their child at home. Furthermore, the childminder has attended children's mental health training. This has enabled her to make purposeful changes to support children after periods of national lockdown. n The childminder is highly successful in providing children with a rich set of experiences that deepen their understanding of families and communities

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need to do better?

29 July 2021 beyond their own. For example, she has created personal books that reflect children's dual languages. The childminder has implemented activities that teach children about special celebrations and cultural practices that are important to their friends. These opportunities skilfully help children to understand what makes them special and unique. n The childminder knows her children very well and plans a suitable range of activities for children to enjoy. She carefully follows children's interests and uses this information to help children to gain the skills needed for their future learning. She continually observes children and encourages parents to share information about what their children do at home. The childminder ensures that she provides children with opportunities throughout the day to repeat and reinforce their newly found skills. n Occasionally, the childminder's teaching does not fully support children's

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need to do better?

mathematical awareness and understanding. For example, as children build towers with wooden blocks, the childminder does not model mathematical language or introduce simple mathematical concepts, such as comparing size or quantity. This means that this area of the curriculum is not always implemented as well as others. n Overall, children make good progress in their communication and language development. The childminder and her assistant both speak slowly and clearly. They repeat key words and phrases back to children to help support their understanding and pronunciation. However, sometimes, they do not always give children enough time to think and respond to the questions asked. Occasionally, questions come in quick succession and children are not able to develop their critical thinking skills. n The childminder regularly reviews the work of her assistant and continuously monitors her practice. They engage in daily professional discussions that help

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need to do better?

them to reflect and evaluate the provision. Furthermore, the childminder models good practice and shares her knowledge and skills in a very positive and encouraging way. A wealth of training has been undertaken to help further improve the quality of care and education. Additionally, the childminder welcomes feedback from other childminders in the area and the local authority. This has created a reflective and supportive culture that has a positive impact on the outcomes for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant fully understand what they need to do in order to protect children from harm. They have both attended training in safeguarding and child protection and confidently describe how they would report any concerns to the appropriate authorities. They have a clear understanding of the potential signs and symptoms of abuse and neglect. The childminder outlines the action she would take if an allegation is made against her or her assistant. The childminder implements her policies and procedures well and ensures that her assistant fully understands her role and responsibility.

p.3

should:

n strengthen the curriculum for mathematics to support all children to strengthen and consolidate their learning in this area n give children sufficient time to respond to questions and express their own thoughts and ideas in order to help develop their critical thinking skills.

p.4

Setting details

Unique reference number EY550641 Local authority Lancashire Inspection number 10174196 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 12 Number of children on roll 12 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2017 and lives in Preston. She operates Monday to Thursday from 8am to 5pm all year round, with the exception of bank holidays and family holidays. She holds an appropriate early years qualification at level 3. The childminder works with an assistant who is currently unqualified.

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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 Discussions were held with the childminder, her assistant and children at appropriate times throughout the inspection. n A learning walk was completed with the childminder to discuss the curriculum intent and how the provision is organised. n The childminder and inspector completed a joint evaluation of an activity. n The inspector reviewed a variety of documents, including qualifications, first-aid certificates and policies and procedures. She also considered documents pertaining to the suitability of the childminder's assistant and other adults residing within the household. n The inspector observed interactions between the childminder, her assistant and children during activities and assessed the impact of teaching on children's

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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

29 July 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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