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, safe and settled at this setting. They have strong attachments with the childminder. They have formed lovely friendships and play alongside each other. The children enjoy baking cakes in the kitchen; they serve them to the childminder and remind her to 'be careful, they're still hot'. They take the plates and wash them when she has finished.

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The provision is good

Children's health and safety are promoted well. Children understand the importance of washing their hands before eating. They are offered a variety of fruit at snacktimes and enjoy preparing them too. The childminder supervises the children when they are cutting their fruit and reminds them of how to stay safe. The childminder is aware of her responsibility in keeping children safe. She holds a paediatric first-aid certificate and records accidents that may occur. She also seeks medical attention when required.

p.2

The provision is good

Children understand the expectations of them and behave very well. Older children are role models for younger children. For example, when younger children are trying to move past others, they remind them to say 'excuse me' and help them. The childminder praises children for positive behaviour and is a good role model.

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need to do better?

n The childminder has systems in place to identify what children know and can do. She has a clear intent for what she would like to teach children. The childminder introduces mathematical language into play for children. For example, the children enjoy using festive cutters with the play dough. The childminder asks them if they can make two eyes for the gingerbread man. When making tinsel for the Christmas tree she asks if they can make short and long pieces. As a result, children are developing their understanding of mathematical concepts. n Children lead their play and the childminder supports them by enhancing what they are doing. The childminder adapts teaching for the different ages of children. For example, when reading a story to the children, she encourages older children to help to tell the story. She asks younger children to name objects. They do this confidently. However, occasionally, younger children lose

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need to do better?

interest, and this disrupts learning for children who are engaged in the activity. n Communication between the childminder and the children is good. They engage in conversations with each other and are able to communicate effectively. For example, when managing their personal needs and when choosing snacks. The childminder introduces new words to the children. For example, when playing with play dough she talks about 'squeezing' and 'squashing' it ready to 'mould'. As a result, children are hearing new sounds and words which supports their communication and language development.

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need to do better?

9 December 2022 n Children benefit from walks in the local community and attending local groups, where they develop their social skills meeting other children. The childminder teaches children about different cultures and provides resources and books to support children's understanding of the world. However, children's awareness of what makes them unique is not yet fully embedded. n Parent partnership is very good. Parents say that their children feel happy and safe while at the childminder's. They say their children have made friends and look forward to seeing them. Children enjoy going on outings. Parents like having daily communication with the childminder as well as regular updates about their child's learning and development. This helps to provide a consistency of care for children. n The childminder is aware of how to support children with special educational needs and/or disabilities (SEND) as well as children who have English as an

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need to do better?

additional language. The childminder knows who to contact should she need to seek additional support for children who may require it. As a result, children make good progress.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder undertakes regular safeguarding training in order to keep her knowledge up to date. She understands her responsibility for reporting concerns she has about a child. The childminder ensures, that her home is safe and secure for children. The childminder gathers information regarding children's allergies and dietary requirements as part of their settling in process. She is qualified to deal with any accidents or medical emergencies should they occur.

p.3

should:

n improve the organisation of adult-led activities so all children benefit fully from the quality teaching and learning opportunities available n use the already effective teaching to help children celebrate what makes them unique.

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Setting details

Unique reference number EY492501 Local authority Lancashire Inspection number 10236713 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 6 Date of previous inspection 22 February 2017

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Information about this early years setting

The childminder was registered in 2015 and lives in Heysham, Lancashire. She is a qualified teacher. She provides care from 8am to 6pm, Monday to Friday, all year round, except for bank holidays and family holidays. The childminder provides funded education for two-, three- and four-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 her evaluation of the setting. n The childminder and the inspector carried out a joint evaluation of an activity. n The inspector observed interactions between the childminder and children during activities and assessed the impact of teaching on children's learning. n Discussions were held with the childminder and children at appropriate times throughout the inspection. n The childminder and the inspector completed a learning walk for the childminder to show how she organises the areas used by children, and to discuss her aims for the early year's curriculum. n The inspector took account of the views of parents.

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Inspection activities

9 December 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

9 December 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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