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 are happy and curious in the childminder's home. They investigate the wide range of interesting resources on offer. For example, children delve into various baskets filled with shiny beads, wooden items, 'real-life' cameras and stopwatches. Children learn how to play carefully with intricate objects, developing their fine-motor and concentration skills. Additionally, they enjoy using sticks to make holes and patterns in dough. This helps develop their early mark-making and writing abilities.

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The provision is good

Children are settled and have formed close attachments with the childminder. They learn to share and be kind to others. Children pretend to feed leaves to a wooden squirrel and place apples out for birds to eat in the park. Children feel proud of their good deeds and show a warmness towards living things.

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The provision is good

Children spend a lot of time in the outdoors and have good physical skills. They roll apples down the path and chase after them with confidence. In the main, children cooperate with rules and boundaries and are accepting of their friends' needs and wishes. Children are independent in their play and make choices regularly. They are increasingly prepared for their next stage in learning.

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need to do better?

n The childminder teaches children to listen to instructions and sets out good behavioural expectations. However, on occasion, she does not plan well enough to meet all children's needs, particularly during some daily routines. This results in some children needing significant support. Consequently, other children occasionally become frustrated, and they disengage. n The childminder has good knowledge about what children enjoy playing with the most. She prepares her curriculum to suit these needs and to help children build on what they know and can do. However, sometimes during play, the childminder asks children numerous questions without giving them enough time to think and respond. As a result, children withdraw from solving their own problems, interrupting their thinking skills. n Children enjoy and listen with intent to their favourite stories. They join in with familiar songs and rhymes. The childminder uses clear spoken words with

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need to do better?

children, to which they repeat and learn a range of vocabulary. Children's communication and language skills are strong. n The childminder accurately assesses children's stages of development. She responds quickly to any gaps in learning and seeks professional support for those children who may have special educational needs and/or disabilities (SEND). As a result, all children continue to make good progress and are well integrated within the setting.

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need to do better?

19 October 2022 n Partnerships with parents are strong. They are happy with the range of experiences the childminder offers to their children. Parents appreciate the consistent communication from the childminder. They know what their children have enjoyed and how the childminder encourages curiosity within their learning. This enables them to continue activities and ideas for learning at home. n Children spend a lot of time visiting places in the local community, such as playgroups and the library. The childminder encourages children to mix with others and learn about their differences. This promotes children's social skills and teaches them to value diversity. This helps to prepare them for life in modern Britain. n The childminder understands the importance of keeping her knowledge up to date. This helps her continue to provide good practice and meet the changing needs of all children. For example, she has completed training in autism

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need to do better?

spectrum disorder to help her further meet the needs of children with SEND. As a result, she is able to respond quickly to a range of emotional and learning needs. n Children are provided with a range of healthy, home-cooked meals and snacks. The childminder teaches children to wipe their own noses and routinely wash their hands. This helps children to learn how to look after their health and well- being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge about the signs and symptoms that may indicate child abuse. She knows where to report any child protection concerns within her local authority procedures. The childminder has an up-to-date paediatric first-aid qualification and knows how to respond to injuries effectively. She maintains a safe and secure environment for children to play in. The childminder helps children develop their awareness of safety as they learn how to cross the road when on outings. Additionally, children know not to pick berries from trees. They comment on how this may make them feel unwell.

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should:

n improve planning so that all children are supported to fully understand and engage with daily routines n enhance teaching skills even further in order to give children time to think and solve problems independently.

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Setting details

Unique reference number EY413341 Local authority Lancashire Inspection number 10235437 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 4 Date of previous inspection 13 February 2017

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Information about this early years setting

The childminder registered in 2010 and lives in Colne. She operates all year round, from 8am to 5pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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 showed the inspector the premises and discussed how they ensure it is safe and suitable. n The inspector observed interactions between the childminder and children, both inside and outdoors, and evaluated the impact this had on children's learning and development. n The childminder and the inspector completed a learning walk to discuss the intentions for children's learning. n Parents' views of the setting were taken into account by the inspector. n The inspector and the childminder completed a joint observation together in the park.

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Inspection activities

19 October 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

19 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.

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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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