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

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The provision is good

Children are safe and happy at this setting. They enjoy a warm relationship with the childminder and look forward to attending. The childminder maintained the strong bond she shares with the children in periods of isolation during the COVID- 19 pandemic. She video called children to talk and share songs with them. This helped children to feel confident when returning to the setting. They happily say goodbye to their parents at the door.

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The provision is good

Children eagerly anticipate going out for a daily walk. They learn to treasure flowers in the local area as they stop to smell and describe them. They discuss growth and change as they explore blackberry bushes and find young frogs hopping in a neighbour's garden. Children show confidence as they chat to known adults in the community. They think about people who help us as they watch builders and talk about farmers.

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The provision is good

The childminder has high expectations for children's behaviour. She encourages them to have kind hands and think about others. For example, when children take a toy from another, the childminder reminds them to ask politely and wait for a turn. She leads the children in thinking about the other person's feelings. Children are learning that their actions have an impact.

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need to do better?

n The childminder knows the children very well and plans to help them progress from their individual starting points. She carefully selects activities that build on what children already know and can do. For example, children go to dance classes to socialise in a group. They visit play centres to develop confidence in climbing. The childminder gently encourages children to keep trying and celebrates their success. As a result, children are learning their own capabilities. Parents say their children's confidence has increased since coming to the childminder's setting. n The childminder has a wealth of experience in caring for children. She uses her knowledge to quickly identify gaps in children's development. The childminder pinpoints difficulties that children with special educational needs and/or disabilities (SEND) encounter. She buys resources, such as pencil grips, and plans meaningful activities to help them progress with specific skills. This helps

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need to do better?

to ensure that children with SEND are prepared for their next stage of learning. n The childminder ensures that children have a broad range of experiences. Children learn about money when they buy resources for crafts. They meet new people and find out about types of transport when they travel by train to a larger town. Children talk about the fruits and vegetables they have planted, grown and go on to pick and eat. These opportunities help to prepare the

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need to do better?

5 July 2022 children for life in modern Britain. n The childminder promotes individual choice. She offers children a range of textured papers and colours to create rubbings. The children confidently talk about what they would like to use. However, children do not always use speech accurately. They say 'me do it' or 'me want this one'. The childminder does not model the correct language structure at these times. Consequently, children continue to use an incorrect pattern when building their use of language. n Children develop their self-care skills. They brush dirt from model teeth as they learn about keeping teeth healthy. The small muscles in their hands become stronger as they practise washing and dressing dolls. As a result, children manage the zips, buttons and buckles on their own clothing well. They show that they have good independence skills as they wash their hands and use cutlery at mealtimes.

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need to do better?

n Partnerships with parents are strong. Parents share their children's interests and achievements. They say the childminder listens to them and their children. They appreciate that she adapts to their children's needs. The childminder gives parents detailed feedback about what their child has enjoyed each session. She sends information home about what the children are learning. She tells parents which skills children are practising and provides activities to support this at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of safeguarding matters. She knows how to recognise the signs that might give her cause for concern about a child's welfare. The childminder is familiar with the correct procedures to follow to keep children safe from harm. Mandatory training is up to date, including paediatric first aid. The childminder has experience with managing allergies and the use of an epipen. She ensures that she adapts her care practices to each child's needs. The premises are safe and secure. The childminder is mindful of potential hazards and takes steps, such as moving sand and water play outside, to reduce accidents.

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should:

n purposefully model correct speech to help children construct sentences accurately.

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Setting details

Unique reference number EY299675 Local authority Lancashire Inspection number 10109715 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 2 Date of previous inspection 9 October 2014

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Information about this early years setting

The childminder registered in 2004 and lives in Earby, Lancashire. She provides funded early education for two-, three- and four-year-old children. The childminder operates from 8am until 6pm Monday to Friday all year round, except for bank holidays. She has a level 3 qualification in childcare.

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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 inspector had a learning walk of setting and discussed how the childminder organises and implements her curriculum. n A joint observation of an activity was carried out by the inspector and the childminder. n Parents sent their views to the inspector via letters. n The inspector held discussions with the childminder and interacted with children at appropriate times during the inspection. n A sample of documents was viewed by the inspector, including evidence of training, policies and the record of complaints and incidents. n The quality of teaching during activities was assessed to consider the impact this has on children's learning.

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Inspection activities

5 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

5 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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