Childminder in Lancashire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

The childminder works closely with parents, finding out about children's routines and starting points. This ensures that she is able to attend to their needs and support them to settle. The childminder is sensitive to children's individual's culture and language, learning key words from a child's home language to use in her setting. She talks to children of all ages about what they are doing, to support their communication and language development. Babies respond with smiles and laughter. Children go on regular outings in the local area, collecting natural resources to use back at the setting. The childminder extends this by encouraging children to bring in items from trips with family. She uses these to develop children's vocabulary and conversational skills.

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The provision is good

The committed childminder seeks out new experiences for the children in her care. For example, one boy was fascinated by the busses he saw, so she arranged for him to take a trip on one. Children also visit places of interest with the childminder, for instance the library and museum. The childminder skilfully supports the children to explore and discover. Babies enjoy the varying textures in the main room and finding out what they can do. Older children investigate using all of their senses. Parents appreciate the detailed updates before and after each session. They comment that their children feel secure with the kind and gentle childminder.

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need to do better?

n The childminder knows each child well. She uses their interests to plan activities that capture their imagination and help them progress. For example, a child interested in cars was reluctant to engage in messy play. The childminder encouraged the child to dip his cars into paint. The child spent a long time making marks to create a track. The childminder talked to him about where his cars were going, building his knowledge of the world around, and his communication and language skills. n The childminder matches resources to children of varying ages and stages of physical development. Babies stretch, roll and grasp. They hold a spoon at feeding time and begin to put it to their mouth. Older children make marks with a range of materials to practise their developing writing skills. Outside, children learn to push themselves on wheeled toys. The childminder also takes regular walks to the park for children to practise climbing. As a result, children have

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need to do better?

good large motor skills and are well prepared for learning to write. n The childminder keeps up to date with recent changes to guidance and selects training to find ways to improve her practice. Recently, she completed a course in communication and language development. She quickly applied this in setting, asking even the youngest children questions and modelling two-way dialogue. The childminder models clear speech and asks open questions to encourage

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need to do better?

10 November 2021 children into conversation. For example, a child had drawn a picture of his family with one person holding a stick. The childminder asked him about it and he told her about using sparklers in the garden. The childminder used this to help him describe fireworks, increasing his vocabulary. However, the childminder does not always use babies' interest in books to further introduce new language. n The childminder promotes healthy choices. Parents comment that 'their children have balanced and nutritious snacks'. The childminder offers fresh home-cooked lunches and talks to children about types of food when they use the role-play food. She helps them to think about which foods are good for them. Children are also encouraged to try new foods when cooking with her. The childminder teaches children about looking after their teeth and reads stories about the dentist to them. Consequently, children have a good knowledge of what is

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need to do better?

healthy and discover their own tastes. n The dedicated childminder tracks each child's progress in all areas of early learning. Her vision is to get all children, including those with special educational needs and/or disabilities, as ready for school as they can be. She uses her observations to quickly identify and address gaps in learning. She also talks to parents about how they can work together to help their child progress, sending regular updates about their achievements. As a result, children make good progress and are well prepared for the next stage of learning. n Children build good friendships. The intuitive childminder teaches children to reason with each other, helping them to identify their own emotions. She purposefully talks to children about consequences. For example, when children want to run indoors, she talks to them about what might happen and offers an alternative to go outside. As a result, children build an understanding of the

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need to do better?

boundaries in the setting. Older children learn to think about their actions and respond to requests from the encouraging childminder.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends regular safeguarding training to keep her knowledge up to date. She has completed all the mandatory training and knows what would cause concern for a child's welfare. The childminder has also attended courses about radicalisation and the risks of trafficking so she is aware of what to do if concerns arrive and who to contact for advice. She has a secure understanding of what may cause harm to a child and has information to hand if she has concerns.

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should:

n use the interest babies show in books and rhythm to increase their exposure to new language.

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Setting details

Unique reference number 308526 Local authority Lancashire Inspection number 10128970 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 3 Date of previous inspection 27 January 2016

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Information about this early years setting

The childminder registered in 1997 and lives in Fulwood. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a relevant qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first inspection the childminder received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder and the inspector completed a learning walk together to understand how the early years provision and curriculum are organised. n The inspector made observations throughout the inspection of children's experiences in the setting. n The childminder and the inspector carried out a joint observation. n The inspector spoke to the childminder and read letters from parents at appropriate times during the inspection. n The inspector held a meeting with the childminder. This included a review of relevant documentation, including evidence of the childminder's suitability and training.

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Inspection activities

10 November 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

10 November 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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