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 are happy in the care of the kind childminder. They show that they feel safe as they go to her for regular cuddles. Young children behave well and are developing confidence. For example, they approach adults who are new to them and point out the photos of themselves which are displayed in the childminder's home.

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The provision is good

Children enjoy their time with the childminder and involve her in their play, showing a positive attitude towards their learning. As they role play with dolls, the childminder shows them how to be gentle and how to care for the 'babies'. This helps children to begin to understand their world. Children begin to learn about how they are unique. The childminder sensitively helps children to explore elements of each other's heritage. For example, children explore hairstyles which are popular in different cultures.

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The provision is good

Children attend regular toddler groups with the childminder. This helps to support their developing social skills. The childminder is aware that children have missed out on these experiences throughout the COVID-19 pandemic. Therefore, she makes sure that all children have plenty of opportunities to interact within larger groups to develop their confidence further. The childminder is ambitious for all children. She cares deeply that they develop holistically and learn the skills that they will need to progress through life.

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need to do better?

n The childminder has a sound understanding of how children learn and develop. She regularly completes additional training to further support her teaching. For example, she has recently completed a course on 'pretend play' to support children to use their imaginations. This helps to raise the quality of education and experiences for children. n The childminder has a wealth of resources which she uses to engage children in activities encompassing all areas of learning. The childminder monitors and assesses children effectively. She identifies gaps in their learning and plans activities around areas that they are finding more difficult. This means that children do not fall behind. Children are making good progress. n The childminder has suitably high expectations of children. She consistently offers children praise for their achievements and encourages them to keep trying when they encounter difficulties. She steps in sensitively when children become

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need to do better?

frustrated with each other. This helps children to learn to manage the relationships they have with their peers. n The childminder knows children well. Overall, she understands children's changing interests and considers what they enjoy doing when planning for

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need to do better?

18 May 2022 children's learning. However, on occasion, the individual interests of younger children are overlooked as they are happy to join in with the activities that older children enjoy. n The childminder helps children to develop a love of reading. The childminder uses stories effectively to help children to explore their feelings. For example, when reading a story about a duckling, she asks children questions about how they think the duckling might feel. Children are learning how to express their emotions and improving their communication skills. n The childminder provides children with opportunities to be physically active while in her home and on outings. Children climb and explore the equipment in the compact outdoor area. The childminder also uses local parks so that children can benefit from larger outdoor areas where they can run around. n The childminder supports children to become increasingly independent. For

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need to do better?

example, she encourages young children to butter their own toast. However, she does not consistently promote children's good health or help them to develop good hygiene habits. For example, although children regularly sanitise their hands, they do not learn to wash their hands before eating or after using the potty. n Parents are happy with the care that their children receive. The childminder makes sure that parents know what their children are learning. She offers ideas and advice on how parents can further support their children's learning at home. Children bring books home to share with their parents from their outings to the library with the childminder. Parents feel involved in their children's education.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a sound understanding of safeguarding policy and practice and knows how to keep children safe. She understands the signs and symptoms of abuse and what to do if she has a concern about the welfare of a child. The childminder understands what to do in the event of an allegation being made against herself or a member of her family. She attends regular safeguarding training to keep her knowledge current and refreshed. For example, she has recently completed training on 'early help' procedures and on domestic abuse.

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should:

n plan activities to include the interests of all children, particularly younger children, to raise the quality of education further n support children's good health by focusing on and helping children to learn about good hygiene habits.

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Setting details

Unique reference number EY444763 Local authority Lancashire Inspection number 10235722 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 18 October 2016

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Information about this early years setting

The childminder registered in 2012 and lives in Inskip, Lancashire. She operates all year round, from 7.30am to 6pm on Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting 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 discussed the curriculum with the inspector and explained how she uses the space available in and outside of her home. n Written views of parents were considered by the inspector. n Children spoke to and interacted with the inspector throughout the inspection. n The childminder and the inspector conducted a joint observation and discussed teaching practice. n The inspector observed daily routines, care practices and children at play. n A sample of relevant documentation was viewed and considered, for example accident and incident records.

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Inspection activities

18 May 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

18 May 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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