Hill, Elaine Lucy

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 chatter excitedly as they arrive at the childminder's house. They settle quickly and are familiar with the routines, taking off their shoes and hurrying to find their first activity. They are confident to show any visitors around and are happy to explain what they do in each room. Children play with jigsaws, doll's houses and building blocks in the living room, while in the dining room, the table is firstly a dinosaur world with kinetic sand, then cleaned for lunch. Children are happy to help themselves to toys and burst spontaneously into song, with three- year-old children singing an alphabet song, remembering all the words, while their younger two-year-old friends join in, learning by copying.

p.2

The provision is good

The children are encouraged to move safely indoors and understand how to 'take care' when playing on the ride-on toys and small trampoline in the outside area. They share tales of exciting adventures with their friends, such as to the zoo and the park. The childminder has all the measures in place to ensure they are safe. Therefore, the children can concentrate on their climbing or exploring. Children learn to share and cooperate in this warm, home-from-home environment. They begin to acquire the skills they need for school and beyond.

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need to do better?

n When planning the learning for each child, the childminder is mindful of which stage the children are at. For example, she is working on improving concentration levels for the older children as they prepare for school. She asks challenging questions and provides additional vocabulary for their dinosaur world building. As a result, the children play for an extended time, with good levels of concentration. They develop the world by adding trees and discussing the different kinds of dinosaurs and how they lived. n The childminder organises activities so that children can learn whatever their age or ability. For example, younger children join in and talk about the sizes and colours of the dinosaurs and have lots of fun making dinosaur roars. They scoop and dig, and all practise using scissors and other tools to manipulate the sand. n When building towers, the childminder encourages the younger children to share

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need to do better?

while the older children build. They talk about building towers taller and higher. The childminder leads children's investigation by posing questions such as, 'How many more bricks until…?' n The childminder uses some adult-chosen activities and also responds to requests from the children, with lots of arts and craft, small world, building- and loose- parts options available. The balance of activities suits the children and helps them to focus on one activity at a time. n The childminder has a wealth of experience looking after children and supplements her experience with regular training. As a result, she has a good

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need to do better?

22 November 2022 understanding of how children learn and develop and can cater for the children's next steps in learning as activities develop. n The childminder is comfortable planning 'in the moment'. However, there is no detailed sequential plan to help build more complex skills, such as early writing. There are no small steps planned to build up to the final pencil control needed for writing. n Parents are very positive about their child's experience, referring to the setting as being a 'home from home', and commenting that 'the childminder is like a second mum to my boys'. n The children go on lots of trips to the zoo, park, toddler sessions and soft play. The childminder regularly teams up with other childminders in order to give the children a wider social circle in preparation for school life. As a result, the children talk about their friends at toddler sessions and are socially confident and happy to meet new people.

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need to do better?

n Where quieter children are feeling unsure, they are given a cuddle and reassured and are soon running around with their friends, recharged and comfortable. n The childminder uses an online system to record registers, accidents and incidents. She also uses this system to share policies and procedures. She sends weekly updates of the children's learning to parents. This means that all relevant documentation is shared effectively and kept up to date. n This year, the childminder has prioritised speech and language development, as she identified a need to build vocabulary and support diction with two children. She has booked herself onto training and makes sure she is talking and listening with the children all the time. The children's communication and language skills are largely well developed within the setting.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has all the necessary certification and insurances in place. She keeps a clean and safe environment and is mindful of all the policies and procedures to ensure the children in her care are kept safe and healthy. The childminder is aware of what to look out for in terms of signs a child is at risk of harm. She is confident about the procedures to raise any cause for concern with external agencies where necessary.

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should:

n develop a more sequential plan to help children develop the skills needed for early writing as they reach school age.

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Setting details

Unique reference number EY300354 Local authority Lancashire Inspection number 10234901 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 5 Number of children on roll 5 Date of previous inspection 18 January 2017

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Information about this early years setting

The childminder registered in 2005 and lives in Preston. She operates all year round, from 9am to 5.30pm, Monday to Friday, except for 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 provider and has taken that into account in their evaluation of the provider. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector looked at relevant documentation and reviewed evidence of the suitability of the childminder and other adults in the setting. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided and assessed the impact this was having on children's learning. n The inspector spoke to several family members during the inspection and took account of their views.

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Inspection activities

22 November 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

22 November 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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