Rachel Turner

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 are at the heart of everything the childminder does in her setting. They show they feel safe and happy as they enjoy reassuring cuddles. Children are settled in the childminder's care and make good friendships with each other. They work cooperatively as a team to build large floor jigsaws. Children praise one another's achievements. Older children share with their younger peers and model how to tidy up when asked. They help sweep the floor and learn about keeping the room clean and safe. Children show good levels of independence and know their favourite things to play with. They confidently explore the wide range of well- planned activities on offer to them.

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The provision is good

Children confidently ask a range of questions to extend their own knowledge. This increases their learning during play. Children particularly enjoy counting and looking for shapes around them, which develops their mathematical understanding. They help to chop fruit into different sizes at snack time and learn about the healthy food on offer to them. Children enjoy accessing the natural world. They visit local outdoor activity centres, forests and parks. Children develop physical skills and have broad experiences they may not have at home. In addition, children have continued to access the childminder's provision during the COVID-19 pandemic. The childminder has kept in touch with families to support children's continued progress.

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need to do better?

n The childminder speaks clearly to children and models a wide range of vocabulary as they play. Children copy her and attempt new words or sounds. Their communication and language skills progress quickly. The childminder uses animated facial expressions with younger children to help their early language development. They respond with smiles and use key words, such as 'uh oh' and 'all gone'. n Children learn about healthy food as they prepare snack together. They discuss their likes and dislikes and count pieces of fruit as they peel them. This helps to develop their hand muscles in preparation for early writing. Children drink water regularly and identify their own bottles with the first letter of their name on. They know to wash their hands before eating. This supports children's good health. n The childminder gathers information from parents from the start to help children settle and to secure a clear picture of their needs and interests. Parents are well

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need to do better?

informed about their children's development and goals. The childminder encourages them to be involved in the children's learning at home and within her setting. For example, parents are invited in to share experiences such as visiting the dentist with children. In turn, this helps to increase other children's

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need to do better?

2 March 2022 knowledge in a variety of topics. n The childminder successfully identifies areas of her curriculum she wishes to enhance in order to broaden children's learning further. For example, she helps children to learn about other people's cultural differences. However, she has not fully planned strategies to help them to understand and value a wider range of differences, including disabilities, in order to prepare them for life in modern Britain. The childminder keeps up to date with training and reviews her provision often to ensure that she meets the needs of all children. For example, she has learned to create 'outdoor packs' to take into the forest for those children who enjoy learning outdoors. n The childminder assesses children's development levels in order to provide an environment that is thriving with opportunities for children to learn across the curriculum. Children maintain focus when participating in activities of interest to

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need to do better?

them. For example, they love pouring 'jewels and treasure' into various containers and counting each piece. They spend time listening to the sounds the 'shiny' pebbles make and comparing who has the most. Children are happy to play cooperatively and explore for lengthy periods. However, the childminder occasionally over-directs children to focus on a particular area of planned learning. This interrupts their play and concentration. She does not consistently recognise when to adapt her teaching skills to meet the interests of the children in order to deliver all seven areas of learning effectively.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of safeguarding issues. She understands the procedures to follow in line with her local authority to report child protection concerns. The childminder has made herself aware of issues that are becoming more common in her local area, such as county lines and online risks to children. She can identify potential signs and symptoms of abuse. The childminder maintains a safe and secure home for children to access. She removes any emerging risks and ensures that children are kept safe on outings. The childminder updates her mandatory paediatric first-aid qualification.

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should:

n build on teaching skills in order to swiftly recognise when to adapt practice to meet the individual needs and interests of all children n broaden opportunities to help children learn about their differences, what makes them unique and to prepare them for life in modern Britain.

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Setting details

Unique reference number EY559643 Local authority Lancashire Inspection number 10190582 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Great Harwood, Blackburn. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays.

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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 childminder and has taken that into account in her 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 on children's care, learning and development. n The inspector took account of the views of parents through verbal feedback provided. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household.

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Inspection activities

2 March 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

2 March 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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