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

p.1

The provision is good

Children arrive each day, excited for the experiences and adventure ahead. They are greeted at the door with a new challenge, for example to follow the trail of dinosaurs. This increases children's motivation for learning and, as a result, they make good progress in all areas of learning. Children have trusting relationships with the childminder, who displays warmth and affection. This helps children to feel emotionally secure. During the COVID-19 pandemic, the childminder kept in regular contact with families and provided ideas for activities at home. She did garden visits so the children could see her regularly, while following safety guidelines. As a result, children settled in quickly when they returned back to the setting.

p.2

The provision is good

Children are friendly and show kindness towards their friends. Babies show high levels of social awareness as they wave and blow kisses to others. Children's behaviour is good. The childminder has high expectations and makes sure that children understand the rules of the setting. Children follow these rules carefully, which helps them to understand how to stay safe. For example, children do not go in the kitchen and even crawling babies know they must stop at the doorway.

p.2

need to do better?

n The childminder offers children plenty of opportunities to learn about their local community and to develop their social skills in different situations. For example, she takes children swimming and to the beach. Parents appreciate that the childminder takes their children to different places of interest. This helps to broaden their first-hand experiences. n Children freely access books throughout the day. They listen intently when the childminder reads the story, 'That's not my Penguin.' Children hear new words such as 'fluffy,' 'rough' and 'antlers' and learn about their meaning. This widens children's vocabulary and fosters a love of reading, which supports their early literacy skills. n Children are independent learners. Older children take responsibility for their own care needs, including handwashing and buttering their toast at snack time. Younger children help to tidy away toys, which helps them to learn how to look

p.2

need to do better?

after their environment. n The childminder tailors settling-in sessions to meet children's individual needs. She works in partnership with parents to find out about children's care routines, dislikes and interests. Children's emotional well-being is given the utmost priority. n The childminder plans a wide variety of interesting and fun activities for the children. As a result, children start to progress well from the moment they enter. However, some group activities are not always sharply focused on each child's individual needs and stage of development, to ensure children receive the right

p.2

need to do better?

10 October 2022 levels of challenge. n The childminder promotes healthy lifestyles. She provides children with nutritious home-cooked meals and fruit for snack, which they enjoy. The childminder says, 'The more colour on the plate, the better!' Children collect apples from the tree in the garden and learn about how the fruit grows. This supports children's understanding of where food comes from. n Children benefit from regular rhyme-time sessions and music classes. They take part in a weekly 'show and tell time', where they talk to their friends and adults about a favourite item from home. This supports children's confidence and their communication and language skills. n The childminder recognises the importance of promoting children's physical development. Children who are learning to walk are encouraged to stand and are supported to use things around them to practise walking. Older children use their fingers to peel stickers and gems from the backing paper to make their

p.2

need to do better?

own crowns. These experiences support children to develop their physical skills. n The childminder reflects on her practice and considers how she can make changes to benefit children. She recognises the impact of COVID-19 on children's developing social skills. As a result, she intends to undertake training to develop her knowledge of supporting speech and language development. n Children demonstrate perseverance when completing puzzles and jigsaws. They show pride in their achievements, smiling and proudly saying, 'I did it.'

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder's home is secure and well organised. She has detailed policies and procedures which she implements to help ensure the smooth running of her provision. The childminder keeps her safeguarding knowledge up to date. She knows the signs and symptoms that might indicate a child is at risk of harm. Play environments are clean and children learn how to tidy away toys to keep the environment free from trip hazards. Risk assessments are in place for outings and children learn how to keep themselves safe. For example, they know that they must hold on to the pushchair when out walking.

p.3

should:

n consider how to differentiate group activities to fully benefit children's varying ages and stages of development.

p.3

Setting details

Unique reference number EY366119 Local authority Lancashire Inspection number 10235166 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 3 Number of children on roll 3 Date of previous inspection 16 January 2017

p.4

Information about this early years setting

The childminder registered in 2007. She lives in Poulton-le-Fylde. The childminder operates between 8am to 5.30pm, Monday to Thursday, during term time, except for bank holidays and family holidays. She holds an early years qualification at level 3. The childminder provides funded early education for two-, three- and four-year- old children.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.5

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.5

Inspection activities

10 October 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6