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 Not applicable

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The provision is good

Children are happy and confident in the childminder's home-from-home, calm environment. They enjoy spending time with the childminder and have close relationships with her. Children feel safe and secure in her care. They hold lengthy discussions with the childminder and ask lots of questions to find out more information. They extend their own knowledge and develop good communication and language skills. Children love to receive praise from the childminder as they spend time solving new problems. They are proud of their achievements and keep trying if at first they do not succeed.

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The provision is good

Children learn to follow instructions and are well supported if they become frustrated during play. They are encouraged to think about how they feel and manage their own emotions. Children quickly calm and return to enjoying their games. They are exited to access the wide range of interesting activities and resources that the childminder plans. The childminder has focused on building children's social skills since the COVID-19 pandemic began as some children missed interaction with others. Children are polite and make friends in the childminder's home as well as with other children who attend the same community groups.

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The provision is good

Children enjoy taking risks and learn how to be safe in their play. For example, they carefully use real hammers to bang nails into wooden crates. This also helps to develop the small muscles in their hands in preparation for holding pens and pencils for writing.

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need to do better?

n Children are developing a range of mathematical vocabulary and understanding in almost all of their play. They can confidently count items and identify 'more' or 'less' objects in a group. For example, they compare the amount and size of seeds when planting in the garden. Additionally, children explore the concept of time as they estimate how long the vegetables will take to grow. They use tape measures to see how tall the childminder is. n Children are becoming increasingly independent in their learning and personal care. The childminder supports children to dress themselves when going outside and helps them manage their own hygiene needs, such as toileting and handwashing. Children know where to access their favourite toys and how to tidy up when they have finished. The childminder works with older children to prepare them for the transition to school. Children assess their own progress by ticking off goals on the 'ready for school' list, such as putting their own coat on

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need to do better?

or holding a pencil. n The childminder successfully evaluates her practice and the environment she provides. She adapts her provision to match the emerging needs and interests of

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need to do better?

1 March 2022 the children. For example, the childminder creates larger role-play areas as children show increasing interest in imaginative play. Children are thrilled with their new dressing-up costumes, and they enjoy making vegetable soup in the pretend kitchen. Additionally, children pretend to be hairdressers and spend time fixing the childminder's hair. Children love to explore and they are curious about all the activities the childminder provides. They engage in learning consistently. n Some activities, such as writing labels or finding letters in sand, are provided to help children to develop their literacy awareness. Although children develop some knowledge through these adult-led activities, opportunities to deepen their literacy skills are not provided regularly enough, for example through storytelling or singing. n Parents comment on the 'exceptional communication' they receive from the childminder. They learn about their children's interests and progress. The

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need to do better?

childminder swiftly shares any concerns and works with parents to support children's needs. She helped to continue children's learning at home during the COVID-19 pandemic restrictions. The childminder kept in regular contact and shared recorded stories for children and parents to listen to. n The childminder knows children well and accurately assesses their level of development. She understands and is respectful of children's individual learning needs. The childminder swiftly identifies potential gaps in development. She supports, challenges and teaches children effectively, so they make the best progress they can. The childminder's clear vision for children, including those with additional learning needs, is for them to be happy and confident and independent for school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder's experience of supporting families and working with other professionals helps her to be alert to any concerns about children's safety and well- being. She fully understands her responsibilities in reporting and recording child protection incidents. The childminder has completed up-to-date training to help her maintain her understanding of how to safeguard children, including with regard to online safety and the risks from extreme behaviours. The childminder maintains a clean and safe environment for children to explore and takes action to remove hazards should they occur. She has completed her paediatric first-aid qualification and understands what to do in the event of an accident or emergency.

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should:

n maximise opportunities to deepen children's literacy skills during play.

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Setting details

Unique reference number EY556873 Local authority Lancashire Inspection number 10175235 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 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in the Ramsbottom area of Bury. She operates all year round from 7.30am to 6pm, Monday to Friday, except for 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 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 these were having on children's care, learning and development. n Parents' views were taken account of by the inspector. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household.

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Inspection activities

1 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

1 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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