Isherwood, Laura Jade

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 have strong bonds with the childminder. She is sensitive to their views and wishes and uses kind tones with them. Children are happy and feel extremely secure. They check in with the childminder for cuddles when they need to. Children behave well. They are consistently praised for their achievements and enjoy getting stickers after a music and letter session. Children play cooperatively together and are clear on the expectations to share and be kind. Children follow clear instructions and know how to keep themselves clean before and after eating. They thoroughly enjoy mealtimes and learn about healthy foods.

p.2

The provision is good

During the COVID-19 pandemic, children remained in touch with the childminder virtually. Additionally, they were provided with individual 'support packs' from the childminder so they could continue learning at home. Children continued to make good progress and met a variety of their next steps in development. When returning to the setting, children take part in a variety of outings to develop the social skills they may have missed during their time off. Children are confident to make friends and settle into the childminder's care very quickly. Their security helps them explore and make progress within the curriculum.

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need to do better?

n Children concentrate for long periods of time when playing with toys that are of particular interest to them. However, the childminder does not consistently encourage them to remain focused during activities that may challenge their thinking, or that are new to them. For example, children that do not enjoy writing are easily distracted by cars and trains nearby. The childminder does not prompt them to keep having a go or adapt the activity to make it more interesting for them. She does not consistently use what she knows about children to plan activities that will keep children engaged. n Children enjoy playing outside and exploring the natural environment. However, the childminder does not consistently plan for children's emerging interests in order to build on their knowledge across all areas of the curriculum. For example, children are curious about the snow and ice that has gathered on their toys. The childminder does not use effective skills that extend their progress or

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need to do better?

bring further learning to the activity. Children therefore resort back to toys of their personal interest, limiting their progress across the curriculum. n The childminder regularly updates her knowledge on how to support children and meet their needs, especially for those children who require extra support. She recognises when she needs to adapt her setting to suit the developmental stages of children. For example, she has recently provided more low-level, soft areas for babies that now attend. This enables babies to explore comfortably as they become mobile.

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need to do better?

24 February 2022 n Children regularly demonstrate their mathematical skills during play. The childminder encourages them to count and use concepts such as 'under' and 'over' when playing with trains. Children enjoy building the track in different shapes and identifying them. Additionally, they count the number of cars as they go past outside and talk about 'fast' and 'slow'. n The childminder has secured relationships with parents and other professionals who work with children. For example, she works closely with another setting that children attend to share their progress and next steps in learning. Children consistently develop across both settings, and at home. The childminder updates parents regularly about their children's development goals and any concerns she may have. She has successfully helped parents make referrals for additional support. As a result, any gaps in children's learning are closing rapidly.

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need to do better?

n The childminder helps children to learn about other people in their community and their families. For example, children talk about who they live with, the festivals they celebrate and disabilities others have. Children are respectful towards each other and learn about life in modern Britain. n The childminder has high expectations for children's futures. She encourages older children to talk about 'big' school. They show excitement and pride. The childminder has well-embedded routines to help children prepare for their transition to school. For instance, they understand the importance of tidying away their games after playing with them. This helps children to understand the rules and boundaries and follow instructions.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of child protection and how to safeguard children. She ensures that her knowledge is up to date through regular training and research on local guidance and serious case reviews. The childminder understands her role in reporting any child protection concerns, including safeguarding issues, such as extreme behaviour or child exploitation. She can confidently talk about a range of indicators that would suggest a child was at risk from harm. The childminder keeps her home free from hazards and knows what to do in the event of an accident or emergency, including a fire. She has maintained her paediatric first-aid qualification.

p.3

should:

n develop teaching skills that support children to remain focused during more challenging activities n consistently plan and adapt a curriculum that builds on children's knowledge across all seven areas of learning.

p.3

Setting details

Unique reference number EY552837 Local authority Lancashire Inspection number 10174504 Type of provision Childminder

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Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Accrington. She operates all year round, except for bank holidays and family holidays. Sessions are Monday to Friday from 7.30am to 6pm.

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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 childminder and has taken that into account in their evaluation of the setting. n The childminder led the inspector on a learning walk to show how she organises the areas used by the children and to discuss her aims for the early years curriculum. n The inspector observed the interactions between the childminder and children and assessed the impact that this is having on children's care, learning and development. n Parents' views were taken account of by the inspector. n The inspector sampled documentation, including evidence of suitability and children's records.

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Inspection activities

24 February 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

24 February 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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