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 Good

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The provision is good

Children are happy and enjoy their time with the friendly childminder. Children are well mannered. The childminder models good manners and gently reminds children to say please and thank you if they forget. Children behave well. They confidently interact with adults who are new to them. Older children make a pretend lunch to share with the childminder and the inspector, while younger children smile happily as they peek out at the inspector from behind a wall.

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The provision is good

Children benefit from the range of interesting activities planned by the childminder. She uses her knowledge of children's interests to build on what children know and can do. Children use rollers and cutters to make 'gingerbread men' from play dough. They cut small dots to make buttons and eyes. This helps the small muscles in their hands to develop in preparation for early writing.

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The provision is good

The childminder has ensured that relationships with parents have been maintained throughout the COVID-19 pandemic. She uses secure online platforms to share photos of the children at play, with parents. This means children can share the learning from their day with their parents. Parents can add to this, so that children can share experiences from home with the childminder. Parents are pleased to be involved in their children's learning.

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need to do better?

n The childminder helps children develop their communication and language skills by modelling good speech and enabling children to hear and practise new words. She asks if they would like a 'gherkin' on their pretend burger, for example. Children enjoy reading stories which the childminder brings to life with interesting props. They enjoy 'feeding' real oats to teddy bears as they discuss the 'Goldilocks' story. Children can accurately recall parts of the story when asked. They discuss what the characters might be feeling and relate those feelings to their own. n The childminder incorporates mathematics into all areas of learning and daily routines. She asks older children to estimate how many spoons of oats are left in a bowl. They then count them together to see if they are correct. Younger children connect colourful cogs together while learning about shape, space, and colour. n Children go on outings with the childminder where they learn new skills. They

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need to do better?

attend a pottery workshop where they paint on pots. The children are proud of their creations, which they take home to show their parents. Children play with their friends from other settings at the park. Children new to walking are supported to practise their new skills and learn to balance and climb on large play equipment.

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need to do better?

6 January 2022 n Children learn about difference and similarity as they play with children who have different types of families. They learn about Diwali and other Hindu traditions from an Indian parent. Children recall having intricate patterns painted on their hands with a special dye. Children learn about first aid from parents who are health care professionals. They remember what they have learned as they bandage a teddy bear's leg. n The childminder encourages children to be independent. She allows time for toddlers to feed themselves with cutlery and supports older children to put on their own coat and shoes. The childminder offers nutritious snacks and meals. She reminds children to drink plenty of water to keep their bodies and brains hydrated. The childminder talks to children about the importance of keeping their teeth clean. This helps to support children's good health. n The childminder uses assessment and observation well to inform her planning.

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need to do better?

This helps her to identify any gaps in children's learning and development. When she identifies gaps, she quickly liaises with parents and other agencies to ensure children have access to appropriate support. This helps to ensure that children do not fall behind. n The childminder seeks out training to improve her knowledge. This helps to raise the quality of education for the children in her care. She has a good knowledge of how children learn. She recognises and supports children's individual styles of learning. This means that children's learning and development is, generally, well supported by her teaching. However, planned activities do not always include enough differentiation. This means that children of varying ages and abilities do not always achieve intended outcomes.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder accesses training to keep her safeguarding knowledge current. For example, she has completed training on female genital mutilation and radicalisation. The premises are clean and hygienic. The childminder completes regular risk assessments of the environment to ensure that all areas accessed by children are safe. She knows the signs and symptoms of abuse and is aware of local procedures to be followed if she has a concern about a child. She is vigilant in looking out for emerging issues in the children she cares for. She ensures children are safe and well supervised on outings.

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should:

n differentiate activities so that children of all ages and abilities are able to achieve intended outcomes.

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Setting details

Unique reference number EY369158 Local authority Lancashire Inspection number 10074072 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 5 Date of previous inspection 13 June 2016

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Information about this early years setting

The childminder registered in 2008 and lives in Poulton-le-Fylde. She operates all year round, from 6.30am to 6pm, Monday to Friday, except for 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 routine inspection the setting received since the COVID-19 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 childminder discussed the curriculum with the inspector and showed the inspector around her setting. n Joint observations were conducted by the childminder and inspector together. n Relevant documentation was scrutinised by the inspector. n Children spoke to the inspector throughout the day. n The inspector observed the children and childminder interacting. n Daily routines, such as snack time, were observed by the inspector. n Parents' comments were considered by the inspector.

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Inspection activities

6 January 2022 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

6 January 2022 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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