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 have developed secure relationships with this enthusiastic childminder. They are surrounded by language as the childminder talks to them as they play. They talk about their own experiences and recall past events, such as the party they recently had to celebrate the Queen's platinum jubilee. They squeal in excitement and anticipation before they sing 'Happy birthday' to their friends. They chatter about their own birthday and age. As a result, they are learning about what makes them unique.

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The provision is good

Babies feel safe and secure and have developed strong attachments with the attentive childminder. This enables them to be ready to explore. Children spontaneously begin to prepare for a picnic. They pack their basket and set up outside. Their imaginative play is supported by the childminder, who readily follows their lead. They discuss the food they will take and what else they need. This is supporting their communication and language development.

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The provision is good

The childminder has high expectations for all children. They develop their independence from an early age. Older children take themselves to the toilet and attend to their own personal needs. They feel confident to ask for help when needed. The environment supports children to choose their own resources and develop independence.

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need to do better?

n The childminder is passionate about what she does and the children she cares for. She has a clear vision for her provision and works closely with a co- childminder. Together, they have established a clear routine, policies and procedures as part of their shared values. The childminder uses online literature to update her skills and knowledge to further develop her practice. n Overall, the childminder has an excellent understanding of the areas of learning. Starting points are identified and she ensures that children's progress is closely monitored. The childminder identifies children's next steps. For example, they access adult-led activities to develop their understanding of mathematics. However, as children play, the childminder does not model mathematical language to extend their learning. As a result, children do not revisit their previous learning within play to build on their understanding of early

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need to do better?

mathematical concepts. n The childminder has extensive experience of working with vulnerable children as well as children with special educational needs and/or disabilities. She ensures that all children are given the opportunity to reach their fullest potential. Partnership working with other professionals, alongside early identification of concerns, ensures that children receive the support they need.

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need to do better?

7 July 2022 n The childminder has a close working relationships with other settings that children attend. Information-sharing between settings is highly effective in meeting the needs of the children. Close partnership working is also established with the local school. Children starting in Reception class are being supported by the childminder. For example, they have recently visited to watch the sports day at the school. This is supporting children to become familiar with the school environment and its community. n In the main, children's behaviour is very good. They respond promptly when given instructions by the childminder and demonstrate high levels of respect. However, there is scope for the children to become more aware of why rules are in place. For example, they do not recognise the possible risks of holding cutlery above their heads as they cut up their own fruit at snack time. That said, children clearly feel valued by the childminder and happily share their own

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need to do better?

thoughts and ideas. n Children enjoy stories and songs throughout the day with the childminder. This is supporting their communication development. However, younger children and those with speech and language delay are not consistently given the appropriate amount of time to answer questions or opportunities to initiate conversations for themselves. n Parents and carers are happy with the quality of care children receive from the childminder. They express that their children enjoy coming and are thriving since starting. They say that their children are settled and have developed secure bonds with the childminder. They value the communication between home and the childminder and feel updated on their child's progress and next steps.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has an excellent understanding of the signs and symptoms of abuse, including what to do if she feels that a child is at risk of harm. The childminder speaks confidently about when and why she would follow the whistle- blowing procedure. She ensures that the environment is safe and secure to enable children to access all areas of the provision independently.

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should:

n support children to recognise why behaviour rules are in place and the impact that their behaviour has on others n provide even more opportunities to support children to develop their understanding of early mathematical language and concepts n allow children enough time to think and respond to questions.

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Setting details

Unique reference number EY360111 Local authority Lancashire Inspection number 10232964 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 16 Date of previous inspection 30 April 2018

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Information about this early years setting

The childminder registered in 2007 and lives in Lytham St Annes, Lancashire. She operates all year round from 7.30am to 5.30pm, Monday to Friday. The childminder holds a childcare qualification at level 3. She provides funded early education two- and three-year-old children.

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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 and the inspector discussed how the curriculum is implemented and the impact that this had on children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and the children. n The inspector carried out a joint observation of an activity with the childminder. n Parents shared their views of the setting with the inspector.

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Inspection activities

7 July 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

7 July 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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