Pauline Marie Burke

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 content in their play. They hold secure relationships with the childminder and their peers. Children explore the interesting environment and choose where to play. They know their wishes will be listened to and met by the childminder. Children seek reassurance if they need it. This helps them to feel safe and confident to play in the childminder's home, being fully aware of their behavioural expectations. The childminder uses lots of positive praise with the children. This helps them feel proud of their achievements and encourages them to continue with tasks.

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The provision is good

Children enjoy looking at stories together, developing their literacy skills. Older children spend time recognising and putting sounds together in words. They listen to the childminder's support and remember what she teaches them, enabling children to read the word correctly on their second attempt. Babies enjoy listening to music and bopping their bodies along to the rhythm.

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The provision is good

Children continue to develop their social skills when they attend local playgroups. Although the childminder has not identified any delays in children's social abilities during the COVID-19 pandemic, she wished to continue to safely take children out in the fresh air daily to help them get used to the area around them, and not become reliant on the indoor environment. This has helped children be confident in their surroundings and with new people.

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need to do better?

n Children's language skills are well supported. The childminder uses clear sounds when modelling words for the children. She encourages children to repeat the right pronunciation. Babies confidently babble and express themselves. Older children retell stories and use their imagination, clearly vocalising their ideas. n The childminder carefully plans her environment and the experiences she offers to meet the children's interests. However, the childminder does not always accurately assess children's individual learning needs in order to challenge their thinking or achieve the best of their capabilities. For example, older children are sometimes asked simple questions they know the answers to. Consequently, they do not always gain new knowledge. Additionally, babies are not always provided with learning opportunities that match their needs. Therefore, they do not fully engage with all the activities provided.

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need to do better?

n Partnerships with parents are well established. Parents comment on the range of activities and experiences their children receive. The childminder shares information about children's development with parents. She encourages parents to use learning strategies at home to help continue their children's progress, including positive behaviour techniques. Parents are fully involved in their

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need to do better?

5 April 2022 children's journeys from the start. n The childminder supports children well when they move on to their next stage in learning, such as school. She helps them develop their independence skills and empowers them to make their own choices. The childminder spends time reading older children's school books when they attend her setting in the holidays to help continue their learning. n Children have many opportunities to develop physically and learn how to make healthy lifestyle choices. They make their own sandwiches and learn to wash fruit before they eat it. Additionally, children explore the outdoor area or local parks daily where they enjoy the fresh air. The childminder ensures children regularly wash their hands and she follows good hygiene routines with babies such as preparing and giving bottles of milk safely. n The childminder effectively evaluates her setting. She has identified key areas of

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need to do better?

development that will improve outcomes for children. For example, she has recently refreshed her knowledge on how young children learn. This has helped to enhance her assessments of children's learning further and further develop her teaching skills to enable her to meet children's individual needs to a higher level. n Children, especially babies, enjoy sensory experiences such as 'jelly play'. Older children learn about the temperature of the jelly and how their warm hands make it melt. They develop some scientific knowledge. These children confidently count the items they find and discuss shapes. This supports their mathematical development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder holds a secure knowledge of what could cause harm to children. She knows the key indicators that could suggest a range of child abuse issues. The childminder understands her role and responsibilities when reporting child protection concerns in line with her local authority guidelines. She has a written safeguarding policy in place to follow and share with parents. This helps keep children and families safe. The childminder keeps her home safe and secure. She regularly assesses and removes hazards from her setting and when taking children on outings. The childminder has maintained a relevant first-aid qualification. She knows what to do if a child becomes unwell or has an accident.

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should:

n consistently challenge children during play according to their individual levels of development to ensure their learning is extended further.

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Setting details

Unique reference number EY558311 Local authority Lancashire Inspection number 10190527 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 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder was registered in 2018 and lives in Preston. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and 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 her evaluation of the setting. n The childminder and the inspector completed a learning walk for the childminder to show how she organises the areas used by 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 this is having on children's care, learning and development. n Parents' written views were taken account of by the inspector. n The inspector and the childminder completed a joint evaluation of an activity.

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Inspection activities

5 April 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

5 April 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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