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 Met

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The provision is good

Children are happy and settled in the childminder's care. The childminder's calm demeanour and strong relationships support children's sense of belonging. This helps them to develop the confidence needed to make the most of what is on offer. They access some toys of their choice, both inside and outside, and they are keen to join in play with the childminder and her own children. Children very much make themselves at home.

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The provision is good

Children are safe and well cared for. They have adapted well to changes due to COVID-19 (coronavirus) pandemic. For example, most children separate from their parents confidently at the door each morning. They are learning good hygiene practices from an early stage, such as how to keep their noses clean and cover their mouths when they cough. The childminder knows their individual needs and routines and prioritises these. For example, she follows children's individual sleep patterns.

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The provision is good

The childminder uses her knowledge of how young children learn to good effect. She aims high, but with careful consideration to learning in the right order. She knows the typical signs that children are ready to try the next step, for example in toilet training. The childminder encourages children to do things for themselves and provides plentiful opportunities to develop their independence. She gives lots of gentle messages, such as 'you do it', and 'again'. Children display persistence to keep trying.

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need to do better?

n The childminder understands how children learn. She provides a good balance of what they want and what they need. This helps children to become engaged in meaningful activities, which support both their learning and enjoyment. n The childminder assesses each child's capabilities right at the start. She observes closely and knows them well. She uses this information to help her to provide play, which builds on what the children know and can do, promoting progression towards their next stage in learning. Children make good progress. n Children are keen to have a go. This is because the childminder provides interesting activities which have purpose and the right amount of challenge. She demonstrates well to help children to understand possibilities. For example, she shows children that the different coloured shapes fit into corresponding shaped and coloured holes in the play board. However, the childminder, occasionally,

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need to do better?

interrupts their keen involvement to complete other general tasks. She does not consistently support them to develop strong attention skills. n Children benefit from lots of play and activities outside. They challenge their physical skills when they climb large equipment, such as the slide. They

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need to do better?

22 July 2021 manipulate small equipment, such as wooden tweezers. They learn about nature and living things when they leave fruit in the butterfly house or grow peas and strawberries in the planting patch. The childminder knows children's opportunities to gain knowledge about the wider world have been restricted during Covid-19. She has already planned to increase outings and expand children's experiences to fill these unavoidable gaps in learning. n The childminder manages behaviour well. She provides gentle reminders to share and take turns when appropriate. She encourages older children to show kindness and care for their younger peers. This helps children of all ages play happily together and alongside each other. n The childminder routinely enhances toys and equipment to meet the different and developing learning needs of all children. She regularly refreshes her mandatory training and makes effective use of online resources to help her keep

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need to do better?

abreast of new initiatives and changes in requirements. This routine evaluation supports her to continually improve her provision for children. n The childminder recognises that partnership with parents is crucial in promoting children's welfare and in helping to develop children's knowledge and skills. For example, she encourages parents to read with children at home by sharing favourite books. She knows this can help to develop their vocabulary and speaking skills. Children become confident communicators from an early stage. n The emphasis on sequencing learning and building vocabulary is strong. During the inspection, the childminder provided a range of coloured objects for children to explore. Her clear aim was to support children to begin to both repeat the names of and match corresponding colours. The childminder understood that children need to be able to say colour names and match coloured items before

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need to do better?

she can expect them to recognise, select and name the colours. This helps to secure children's progress so they are ready for their future learning in school. n The childminder makes safe and relevant use of the internet to support some learning of funded three- and four-year-old children, which is effective in introducing them to the kinds of programs they will use in school. Although parental controls are in place, the curriculum does not fully extend to supporting children to learn about e-safety, particularly when older children access devices independently.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has kept her knowledge of child protection up to date through relevant training. She is aware of the procedures to follow should she have any concerns about a child's well-being. She goes the extra mile to provide early support to families who need it. She maintains required records to help to ensure children's safety.

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Safeguarding

Mostly, the curriculum helps children to stay safe while not hindering their learning. For example, the childminder is highly vigilant when children want to play with resources which contain small items that may pose a choking hazard.

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should:

n reflect on how children are encouraged to become active learners with good attention and concentration skills, and make fewer interruptions when children are absorbed in play and learning n reflect on how children use technology in the setting with a prime purpose of supporting their learning and developing their awareness of how to use technology safely.

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Setting details

Unique reference number EY385701 Local authority Lancashire Inspection number 10202656 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 6 Date of previous inspection 23 February 2016

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Information about this early years setting

The childminder registered in 2008 and lives in Bilsborrow near Preston. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds an early years qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n The childminder and the inspector had a learning walk and tour of the premises. n The inspector observed the interactions between the childminder and the children throughout the inspection. She evaluated the impact of these on children's learning. n Children's play and activities were observed, and the inspector and the childminder discussed these afterwards. n The inspection was carried out unannounced as a result of information received. The inspector held discussions with the childminder. She also held discussions with children at appropriate times during the inspection. n Relevant documentation was reviewed by the inspector, including evidence of the childminder's training and suitability.

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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

22 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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