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 Outstanding

p.1

The provision is good

Children enjoy the time they spend with the childminder. They eagerly engage in a range of exciting activities that the childminder plans to help them make progress in their learning. For example, children explore their imaginations while pretending to be doctors and nurses looking after their patients. They behave well in the company of other children and learn good social skills. For example, children follow instructions and take turns while playing matching games. They join in with stories and confidently do the actions while singing songs. Children enjoy exploring a range of sensory materials and manipulate aromatic modelling dough, which prompts them to describe what they can smell.

p.2

The provision is good

Children are happy and comfortable in their surroundings. They demonstrate their close relationship with the kind and caring childminder. She quickly recognises when children need extra emotional support and offers them cuddles, comfort and reassurance. These positive interactions help children to feel safe and secure and support their emotional well-being very effectively.

p.2

The provision is good

The childminder has high ambitions for all children. For example, she encourages them to develop their independence skills from an early age. Children learn to take care of their own self-care needs, such as washing and drying their hands before and after meals. The childminder ensures that she keeps children safe. She has adapted her procedures during the COVID-19 pandemic, such as changing parents' drop-off and collection arrangements to help minimise contact and infection.

p.2

need to do better?

n The childminder is a nurturing and dedicated practitioner. She evaluates and reviews the service she provides and obtains regular feedback from parents. Her own professional development is important to her, and she takes advantage of training to inform her practice. For example, her recent training in supporting children's emotional well-being and anxiety provides her with strategies to help support children to manage their emotions and behaviours. n Children's health and well-being are supported well. Children follow good hygiene procedures and enjoy healthy nutritious meals and snacks. Children relish the time they spend outdoors. For example, they enjoy playing ball games and investigating natural materials, such as numbered stones in the butler sink. Children's physical skills are fostered as they learn to negotiate the steps into the garden with ease. n Children learn about the community where they live. For example, they go for

p.2

need to do better?

walks in the local parks and enjoy outings further afield on public transport. Children also engage in weekly woodland sessions where they practise their physical skills and socialise with other children. This helps children to stay

p.2

need to do better?

22 February 2022 physically healthy and to learn about themselves and others, and the natural world around them. n Partnership with parents is good. The childminder shares information regularly. For example, she uploads photos for them to see what their children are doing during the day. In addition, she takes the time to chat with parents when they drop off and collect their children. Parents are very complimentary about the care their children receive. They comment on how well the children are progressing in their development since starting. This two-way information- sharing is also established with the other settings children attend. This ensures a shared approach to children's care and learning. n Overall, the childminder promotes children's communication and language skills. She speaks clearly and supports children's correct pronunciation of words. The childminder engages children in conversations and provides a narrative for what

p.2

need to do better?

they are doing. She introduces new words, including mathematical language. For example, she introduces 'squashy' and 'squishy' to describe a sponge, and 'find one more' when looking for items. However, at times, the childminder does not give children enough time to think and respond to her questions, to help them to express their own thoughts and ideas. n Children confidently move around the environment. They show curiosity as they explore resources and join in activities. For example, the childminder thoughtfully provides a range of sensory materials in baskets around the room. Children investigate the objects, such as textured sponges. The childminder explains the difference between them. For example, she tells children that one is soft and used for your face, and the other is rough and used to clean plates. Children remember the difference as they recall this later while handling them again. Although, children access some tools during their play, their access to

p.3

need to do better?

mark making materials to further develop their creativity and early writing experiences, is not as well supported.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of how to safeguard children. She is confident about the signs and symptoms that may indicate a child is at risk of harm and abuse. The childminder understands the importance of reporting concerns to the relevant agencies. This includes if an allegation is made against herself or a family member. The childminder is familiar with a wide range of safeguarding issues, including extremist views and behaviours. She regularly attends safeguarding training to keep her knowledge up to date. The childminder ensures that children play in a safe environment. For example, children are supervised well indoors, outdoors and on outings.

p.3

should:

22 February 2022 n strengthen questioning techniques to enable children to have enough time to think about their answers to questions and express their own thoughts and ideas n help children to further develop their creativity and early writing experiences.

p.3

Setting details

Unique reference number EY432892 Local authority Lancashire Inspection number 10109824 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 7 Date of previous inspection 13 November 2014

p.5

Information about this early years setting

The childminder registered in 2011 and lives in Lancaster, Lancashire. She operates from Tuesday to Thursday, 8am to 5.30pm, all year round. The childminder holds a childcare qualification at level 3. She provides free funded early years education for two-, three- and four-year-old children.

p.5

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 inspector and the childminder completed a learning walk to understand how the early years provision and the curriculum are organised. n A joint evaluation of an activity was carried out by the inspector and the childminder. The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector held discussions with the childminder and spoke to children at appropriate times during the inspection. n The inspector looked at a sample of the childminder's documents. This included evidence about the childminder's suitability and training. n Written feedback from parents was given to the inspector, who took account of

p.5

Inspection activities

22 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.

p.5

Inspection activities

22 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7