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 confidently explore the childminder's home and access toys that interest them. They persevere with tasks from a young age. For example, babies spend time working out how to fit wooden shapes onto a peg board. Children are consistently praised for their achievements and have high levels of self-esteem. They play cooperatively together and are aware of how the childminder expects them to behave. Children attempt to put their own coats and shoes on and pour their own drinks. They develop independence skills that help them to prepare for their transition to school.

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The provision is good

Children spend a lot of time in the outdoor area continuing their learning. They wash their toy cars, chase bubbles and explore emptying and filling containers. Children independently make marks, using chalks and water on the floor. This helps to develop the small muscles in their hands, ready for early writing. Children shake pasta in bottles and listen to the noises they make. Babies love to sing songs and clap along, which helps them to develop their sense of rhythm.

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The provision is good

Since the COVID-19 pandemic, some children's social skills and behaviour have declined. They are being closely supported by the childminder to understand their feelings and to share during play. Children are happy and enjoy the friendly environment.

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need to do better?

n Children learn from a carefully planned curriculum. The childminder enables children to make progress in all areas of learning while building themes that interest them. For example, children pretend to make bread in the role-play baker's shop. They recall when they made 'hedgehog' bread and the ingredients they used. In the outdoor area, they use weighing scales when pretending to make buns. Children demonstrate good mathematical awareness. n Children's learning during play is supported effectively by the childminder. However, she has not identified some gaps in her assistant's teaching skills. As a result, children occasionally become disengaged in some activities and are not challenged. This occasionally impacts their learning and development. n Parents are happy with the communication they receive and the variety of experiences their children have. They comment that their children's progress is

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need to do better?

'coming on in leaps and bounds' since starting in the childminder's care. At the start, parents attend 'getting to know you' sessions. This helps to provide the childminder with a clear picture of children's levels of development in order to meet their individual needs. n The childminder completes accurate assessments for children, which enables her to identify their stages of development. She swiftly intervenes, where necessary,

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need to do better?

16 March 2022 and seeks support from other professionals if she finds gaps in children's learning. This particularly helps those children who may have additional needs to continue making good progress. n Children have good language skills. They learn new vocabulary from the childminder, such as 'spectrum', when discussing the wide range of colours they can see in the messy tray. Children confidently use sign language to sign 'good morning' to the inspector as she arrives, and they use sign language to name animals as they play. Children are learning to communicate in different ways. n The childminder helps children to experience a healthy lifestyle. She offers them a balanced diet, which they thoroughly enjoy. Children go on daily 'welly walks', where they experience the natural environment and develop good physical skills in the fresh air. n Older children recognise letters and sounds in everyday words. They say 'm' for

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need to do better?

'magpie' as they talk about different birds they have seen. Younger children and babies enjoy taking part in action songs and listening to the childminder read stories. They demonstrate good literacy skills in their play. The childminder supports all children to make marks and use tools such as paintbrushes and chalks. She shares letter formation strategies with schools that children will attend to help get children ready for writing.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has an in-depth knowledge of potential safeguarding risks to children. Additionally, she ensures that her assistant is secure in her understanding of this topic. They know how to recognise indicators of child abuse and where to report any child protection concerns. The childminder ensures that her home is safe and provides a secure place for children to explore and learn. She and her assistant have current first-aid certificates and know what to do when a child has an accident. The childminder helps children to take risks in their play, such as when climbing and balancing. She helps them to walk safely as a group when on outings.

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should:

n develop robust supervision and coaching strategies for staff, to help to improve the quality of education for all children even further.

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Setting details

Unique reference number EY480763 Local authority Lancashire Inspection number 10219856 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 12 Number of children on roll 10 Date of previous inspection 12 August 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Burnley. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 6.

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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, the childminder and the assistant held a number of discussions at suitable times during the inspection. n Parents' views were taken account of by the inspector. n The inspector observed the interactions between the childminder and children and assessed the impact on children's care, learning and development.

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Inspection activities

16 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

16 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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