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

Children flourish in the warm and welcoming environment the childminder has created. They share toys and take turns as they play together in the well-organised playroom. The childminder and her assistants have high expectations for all children and are good role models. Older children are highly mindful of younger children and take care around them. Children receive lots of praise and encouragement, which helps to develop their self-esteem.

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The provision is good

Overall, children's communication and language development is supported well. Children proudly use a karaoke machine to sing their favourite songs to each other. They practise blowing bubbles and feathers. This helps to develop their facial muscles so that they can control the shape of their mouth and speak clearly. The childminder and her assistants encourage children to persevere as they put on their waterproofs and shoes to play outside. This helps to develop their confidence and independence. Children squeal with pleasure as they jump in puddles and make squelching sounds in mud. They run and climb as they explore the large outdoor space.

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The provision is good

The childminder is highly sensitive to children's social and emotional needs. Due to the COVID-19 pandemic, some children are anxious about going to new places and meeting new people. The childminder takes children on regular outings to the local historic hall, forest, and zoo. This helps to reassure children and supports their social and emotional development.

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need to do better?

n The childminder and her assistants share a clear vision for the curriculum. They have a good understanding of what they want children to learn and how they are going to teach this. Children make good progress from their starting points as the childminder identifies and addresses gaps in learning. For example, children receive extra support to ensure they are correctly pronouncing the initial sounds of words. n Physical development is supported very well. Babies use different scoops and spoons to fill pots with coloured pasta and noodles. This helps to develop their hand-to-eye coordination. Older children develop strength in their fingers as they make marks on illuminated boards and stamp shapes in play dough. This supports their early writing skills and helps to prepare them for the next stage in their education. n Children listen intently as the childminder reads stories and they join in with familiar phrases. The childminder alters her tone and pitch as she reads. This

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need to do better?

brings the stories to life and helps children to focus. She asks children questions as she reads, and they respond with enthusiasm. Children are beginning to

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need to do better?

20 October 2021 make sense of the world around them as the childminder makes connections between stories and their real-life experiences. For example, as children mix potions in the sand kitchen, she reminds them of the soup the witch made in the story they listened to earlier. n Children can count and have opportunities to use mathematical knowledge in their everyday routines. For instance, they count how many fish fingers they need as they help the childminder to prepare their lunch. They recognise shapes in the environment and talk about weight as they fill jugs with sand and water. n The childminder supports children's understanding of a healthy lifestyle. Children learn about the importance of regular handwashing. The childminder talks to children about healthy snacks and portion sizes. Children spend plenty of time outdoors and have good levels of fresh air and physical exercise. n The childminder is ambitious. She works closely with her assistants, and they

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need to do better?

support each other's practice. She regularly reviews the quality of the provision and attends training to enhance her knowledge. She uses additional funding to ensure children's specific learning needs are met. Supporting children's communication and language development is a priority for the childminder. She is working to make this even better but it is not yet fully embedded. n Partnerships with parents are strong. Parents describe the childminder as 'excellent'. During the COVID-19 pandemic, the childminder changed her methods of information-sharing to keep parents up to date about their children's care and learning. Parents say they are happy with their children's progress and are highly complimentary about the care the childminder provides.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants have a thorough knowledge of safeguarding. They can recognise the signs and symptoms that may indicate a child is at risk of danger. They know what action they need to take and who to inform if they have concerns about a child's safety. This includes the procedure to follow if they have concerns about children or parents displaying extreme views or behaviour. The childminder and her assistants regularly risk assess to ensure the home is safe and secure. Children learn to keep themselves safe as the childminder teaches them about road safety when going on outings.

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should:

n strengthen the intended curriculum for communication and language to further support children's already good speaking and listening skills.

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Setting details

Unique reference number EY554040 Local authority Lancashire Inspection number 10174260 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 17 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She lives in Lytham St Anne's, Lancashire, and provides care Monday to Thursday, from 7.45am to 5.30pm, term time only. The childminder receives funding to provide free early education for children aged two, three and four years. She holds qualified teacher status and works with assistants.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector around the parts of her home used for childminding and explained how she organises the areas to meet children's needs. n The childminder and the inspector completed a learning walk together and discussed how the curriculum is organised. n A joint observation was carried out by the childminder and the inspector. n The inspector spoke to a number of parents and children, considering their views.

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Inspection activities

20 October 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

20 October 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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