Fenge, Penelope

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 clearly enjoy attending this warm and welcoming home-from-home environment. They settle quickly on arrival and are immediately immersed in a wide range of exciting activities, such as creating mud swamps and developing their climbing skills. Due to the COVID-19 pandemic, children have been supported to strengthen their confidence in social situations. As such, children play harmoniously together. They learn to share and take turns through the gentle guidance and reminders from the childminder. Children show resilience and high levels of emotional well-being. They are motivated and have positive attitudes to learning and trying new things.

p.2

The provision is good

The childminder has high expectations of children, including their behaviour. Children clearly understand the rules of the setting and what is expected of them. For example, they take their shoes off on arrival, hang their coats up, and help to tidy away toys. The childminder has created a special 'calming corner' for children to use. This space helps children to rest, relax and manage their feelings and behaviour.

p.2

The provision is good

Children benefit from many opportunities to learn about the world around them. They regularly visit places of interest, which helps children to understand about their place in society and the community in which they live. Children are active daily and enjoy fresh air and exercise as they walk to school. They follow good hygiene procedures and learn the importance of healthy lifestyles.

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need to do better?

n The childminder has a very detailed awareness of what children need to learn. She regularly and accurately assesses their development and uses this information to plan exciting activities that motivate children to learn. The childminder skilfully differentiates activities according to children's ages and abilities. For example, young children explore the colour and texture of fruit when listening to a story. Older children are encouraged to count the different fruits and recall new language, such as 'tangerine' and 'guava'. The childminder ensures that parents are kept well informed about their child's progress and shares ideas for children's learning at home. n The childminder interacts with children well. She sensitively joins in with their play and ensures that children are engaged and interested throughout the activities she provides. Children enjoy developing their imaginative skills as they play a game called 'hot lava'. They use planks and tyres to move across the

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need to do better?

garden without touching the ground. However, at times, the childminder does not give children opportunities to work things out for themselves. For example, when children say that they cannot reach the other side of the garden, the

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need to do better?

10 March 2022 childminder quickly passes them another plank rather than encouraging them to find their own solutions and extend their problem-solving skills. n Overall, the childminder supports children's emerging communication and language skills well. She is careful to correctly pronounce words, and provides a running commentary as children play. This helps to ensure that children hear a rich variety of vocabulary. Her attendance at a recent language course has impacted positively on children's language development. Furthermore, she uses repetition, labelling and asks questions as children play. However, occasionally, the childminder does not give children sufficient time to think and respond to the questions asked. n The childminder makes the most of opportunities to help children to develop their mathematical skills. She encourages them to notice shapes as they play and constantly models how to count. Young children enjoy singing their

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need to do better?

favourite number songs and rhymes. Children use language of size as they notice differences in their dinosaurs, exploring big and small, tall and short. Older children are beginning to count objects and match them to corresponding numbers. Through the childminder's skilful teaching of mathematics, children are developing important skills for their future learning. n The childminder is a very reflective practitioner. She is extremely keen to make her provision the best that it can be for the children in her care. The childminder is passionate about training and continuously furthering her knowledge and skills. She meets regularly with other local childminders to share best practice and ideas. Furthermore, she encourages parents to share their ideas and suggestions and uses these to inform future improvements.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a robust understanding of the signs that might lead her to be concerned about a child's welfare. She has a clear understanding of the procedure to follow to keep children safe from harm. She confidently describes how she would refer any concerns, including if an allegation was made about her. The childminder teaches children about how to keep themselves safe. For example, older children are aware that some toys may pose a risk to their younger friends. They know to move to a safe area to play, demonstrating a good awareness of potential hazards and what to do. The childminder attends regular training to ensure her child protection knowledge remains up to date.

p.3

should:

n provide more opportunities for children to work out simple problems for themselves in order to extend their critical-thinking skills even further

p.3

should:

10 March 2022 n ensure that children are given enough time to think and respond to the questions asked of them.

p.3

Setting details

Unique reference number 2522142 Local authority Lancashire Inspection number 10208117 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2019 and lives in Heysham, Morecambe, Lancashire. She operates all year round from 6.45am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder has qualified teacher status.

p.5

Inspection activities

n This was the first routine inspection the provider 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 her evaluation of the provider. n Discussions were held with the childminder and children at appropriate times throughout the inspection. n A learning walk was completed with the childminder to discuss the curriculum intent and how the provision is organised. n The childminder and inspector completed a joint evaluation of an activity. n The inspector reviewed a variety of documents, including evidence of the suitability of those living in the household, qualifications, first-aid certificates, parental feedback and policies and procedures. n The inspector observed interactions between the childminder and children during activities and assessed the impact of teaching on children's learning.

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Inspection activities

10 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

10 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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