Childminder in Lancashire

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

p.1

The provision requires improvement

While children are generally happy in their play, their choice is somewhat directed by the childminder, who often decides for children what they should play with next. Children show that they feel safe as they chat with the childminder and her assistant.

p.2

The provision requires improvement

There are plenty of resources for children to play with. However, activities are not sufficiently ambitious to ensure that children are challenged to reach their full potential. The childminder and her assistant do not always fully explain to children what they are expected to do before starting an activity. While children behave well overall, this sometimes leads to children not engaging in activities. For example, during an activity led by the childminder's assistant, children quickly lose focus and begin throwing plastic bricks.

p.2

The provision requires improvement

Children involve the childminder and her assistant in their play. The childminder demonstrates a sound knowledge of areas of learning and how children learn. She offers regular and heartfelt praise for children's efforts and achievements. For example, the childminder claps when children recognise numbers correctly. However, the childminder does not know children well enough to plan effectively for their learning. This hinders the progress that children can make.

p.2

The provision requires improvement

Children benefit from regular outings to local parks and playgroups. The childminder understands that children have missed out on opportunities to socialise during the COVID-19 pandemic. These outings support children's physical development and overall well-being and provide them with regular opportunities to develop their social skills.

p.2

need to do better?

n The childminder's approach to professional development and required training is inconsistent. Although the childminder and her assistant access some training opportunities, they are not able to pinpoint the impact of their training on children. Furthermore, the childminder has let her paediatric first-aid qualification lapse. However, her knowledge of first aid is sufficient to ensure that children are kept safe and she has booked onto a training course to renew her qualification. This approach towards training does not help to raise or maintain the quality of care and learning that children receive. n The childminder's support of her assistant is poor. She does not ensure that her assistant has a thorough knowledge of the 'Statutory framework for the early years foundation stage'. The childminder does not support her assistant to raise her confidence and therefore the quality of her interactions with children. This

p.2

need to do better?

9 June 2022 n The childminder knows what she wants children to learn, overall. However, her systems for monitoring children's progress are not well developed. This hinders her ability to identify gaps in children's learning or to fully take account of their individual needs. n Partnerships with parents are not well developed. The childminder does not gather enough information from parents about children at the outset. Furthermore, she does not have well-established systems for the ongoing two- way flow of information. This hinders the childminder's ability to fully support children's ongoing and changing needs. That said, parents appear happy and comment favourably on the childminder's provision. n The childminder's support of children's developing independence skills is inconsistent. She helps children learn to put on their own coats and shoes. However, the childminder carries out some tasks for children which they could

p.2

need to do better?

learn to do for themselves. For instance, the childminder washes and dries children's hands for them. This means that they do not have the opportunity to learn and practise some of the skills which they will need as they move on to school. n The childminder is inconsistent in her approach to promoting children's good health and hygiene routines. She provides healthy snacks and meals. However, children are all given identical disposable water bottles which quickly get mixed up, and children drink from each other's bottles. Furthermore, some younger children struggle to drink from this type of bottle. No alternative is offered. This does not promote children's good health and risks cross-contamination of germs. n The childminder promotes children's developing language skills. Children readily sit with the childminder and her assistant for stories. The childminder asks children questions about stories to check their understanding. Books are plentiful

p.3

need to do better?

and accessible to children. The childminder models a good range of vocabulary for children to hear and practise. n The childminder supports children's understanding of the world well. Children learn about some religious customs and celebrations. For example, they learn about Eid-al-Fitr, prayers and festive meals from the childminder's family members who follow Islam. This helps children to learn about the diverse world around them.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a sound understanding of indicators of abuse and the procedures which they must follow if they have a concern about a child. They understand what to do if they are concerned about the behaviour of a member of their household around a child. The childminder has a thorough understanding of the 'Prevent' duty and county lines. She understands why these are particularly prevalent issues in her local area. The childminder carries out risk assessments to ensure that the environment is free from potential hazards.

p.3

Due date

focus professional development and training opportunities accessed to ensure that children receive consistent and high- quality care and learning experiences 04/08/2022

p.4

Due date

establish more-robust support for assistants and ensure that they access targeted training opportunities to raise the quality of care and education for children 04/08/2022

p.4

Due date

improve systems for gathering information about children from parents from the outset and establish more- robust systems for ongoing sharing of information. 04/08/2022

p.4

should:

n promote children's good health and hygiene routines more consistently n encourage children to try tasks for themselves, where possible, to further promote their independence skills n develop systems for monitoring children's development and incorporate children's changing interests to better inform curriculum planning.

p.4

Setting details

Unique reference number EY231538 Local authority Lancashire Inspection number 10234658 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 12 Number of children on roll 10 Date of previous inspection 26 October 2016

p.5

Information about this early years setting

The childminder registered in 2002 and lives in Preston. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant. She provides funded early 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 their evaluation of the setting. n The childminder showed the inspector around her premises and discussed her curriculum. n The childminder and the inspector carried out a joint observation of the childminder's assistant completing an activity with children. n The inspector observed daily routines, care practices, and teaching practice of the childminder and her assistant. n The childminder and her assistant spoke to the inspector at appropriate times throughout the inspection. n The inspector spoke to children throughout the inspection. n Written views from parents were taken account of by the inspector. n A sample of documentation was viewed and taken account of by the inspector, including children's attendance records.

p.6

Inspection activities

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.6

Inspection activities

9 June 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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