Childminder in Lancashire

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Inadequate

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The provision requires improvement

Children feel extremely settled at this setting. They benefit from a 'home from home' environment and are very happy. Children seek out the comfort of the childminder and get joy from warm and comforting embraces. Children's feelings and views are highly valued by the childminder, who listens to them intently. As a result, children feel safe and loved and are developing a sense of character, which encourages resilience and a positive attitude towards learning. However, children's play does not always provide them with the challenge required to extend their progress. Despite this weakness, children know that the childminder has high expectations of them and this encourages behaviour that supports their continued learning and development. Children expressively share stories about their experiences. They excitedly describe how they live next to a park, which has a big Christmas tree. They are gaining increasing levels of confidence in using a wide

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The provision requires improvement

Children have access to a wide range of toys, which they select with purpose. For example, they are captivated by the childminder's jumper, which plays a festive tune. This reminds them of the musical polar bear, which they seek out and find with enthusiasm. Children talk fondly about the various animals that visit the childminder's garden, remarking on how the "cheeky squirrels" ate all the nuts. Children are beginning to see the benefits of a diary, which has allowed for parents and the childminder to share children's achievements. This has been particularly helpful in supporting children's social and emotional development, which were impacted the most by the COVID-19 pandemic.

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need to do better?

n The childminder's processes for self-evaluation are not as effective as they could be. It does not allow her to clearly identify areas for improvement. She has made some improvements, but does not fully reflect on their impact upon children's learning. As a result, the childminder's vision for ensuring high-quality education is not as clear and ambitious as it could be. n The childminder has a secure understanding of how children learn and develop. She uses this knowledge to provide a range of learning opportunities for children to access. However, the childminder has less knowledge of how to plan the curriculum so that it fully supports children's individual next steps in learning. As a result, children do not always receive the challenge necessary to fully extend their learning. n The childminder skilfully promotes a love of books. Children name characters from books and relay the sequence and plot of various stories. Children enjoy

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need to do better?

snuggling with the childminder as she reads to them. They currently enjoy reading 'Bing', a book that promotes toileting skills. Children join in by finishing

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need to do better?

8 December 2022 sentences from the story. This promotes children's early reading skills. n The childminder holds quality interactions with children. She asks children questions and gives them time to respond. For example, children remark that they saw a lamb, and the childminder asks where. Children pause to think before explaining that they saw it at the farm, and then continue to describe all of the other animals they encountered. This enables children to make links in their learning and to deepen their understanding of the world around them. n The childminder listens with interest, as children reflect on their memorable moments with the special people in their lives. For example, they reflect on getting dressed up for Halloween and list which friends they shared their treats with. Children enquire about their friends when they are not there. These connections help children to feel secure and develop a sense of belonging.

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need to do better?

n The childminder supports children's early skills in phonics. They recognise the initial letters in their own names and the names of others, and are able to connect letters to the correct sound they represent. Children read the names aloud from a list. As a result, children are starting to understand that text conveys meaning. This supports their early literacy skills and prepares them for starting school. n The childminder uses language that supports children's mathematical development. For example, she remarks on how tall the Christmas tree is and children respond by explaining that it is taller than the window. This helps children to develop key concepts relating to size. n The childminder helps children to understand the importance of following hygiene measures. Children talk at length about why handwashing is very important. They explain that germs can get into their tummy and make them sick. As a result, children are developing attitudes that encourage a healthy

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need to do better?

lifestyle, which also helps to keep them safe.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of the procedures to follow if she is worried about a child. This includes the action to take if concerned about the behaviour of an adult working with children. She is aware of the different signs and symptoms of possible abuse and neglect. She understands the importance of knowing children well, in order to be vigilant to any changes in behaviour that may be a cause for concern. The childminder carries out risk assessments to ensure the safety and security of the setting.

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should:

n further develop the processes for self-evaluation so that improvement is

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should:

8 December 2022 targeted and the impact upon children's learning is clear and sustained n develop and access an effective programme for professional development to ensure that children benefit from an ambitious curriculum.

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Setting details

Unique reference number 307593 Local authority Lancashire Inspection number 10249980 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 13 July 2022

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Information about this early years setting

The childminder registered in 1993. She lives in Barnoldswick. She operates weekdays between 7.30 to 6pm, all year round, except for bank holidays and family holidays.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder, and has taken that into account in their evaluation of the setting. n The childminder spoke to the inspector about children's learning with a particular focus on social and emotional development. n Children told the inspector about their friends and what they like to do 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 observed the interactions between the childminder and the children. n The childminder discussed with the inspector how they ensure the premises are safe and secure. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

8 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

8 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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