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 are safe, happy and enjoy playing with their friends at the childminder's setting. The home-from-home environment is busy and fun, but the practitioners are mindful to also give the children space for quiet play, away from the hustle and bustle. The childminder provides lots of activities to develop the children's understanding and skills. For example, the very youngest enjoy playing with sensory bottles, and they explore the shape and sounds of the building blocks. The older children play imaginatively together with dolls, fairies and horses, giving their characters voices and personalities.

p.2

The provision is good

The childminder has a positive relationship with the children, and they behave well. Children respond well to her instructions and are able to ask for help. The childminder joins the children as they play with a small-world farm. She adds songs and a book about farms to extend their learning. Around lunchtime, the childminder transforms the play spaces into a dining area and a cosy sleeping room. The children sleep and eat well. They wake refreshed, ready for more fun- filled learning in the afternoon.

p.2

need to do better?

n The childminder provides many rich and varied learning opportunities. For example, she enables the children to feed and learn about the family guinea pigs, and she takes them swimming every week. The childminder plans activities to ensure that the children learn meaningfully in whatever activity they choose. These enjoyable experiences help children to become enthusiastic learners. n The childminder knows what she wants the children to learn and how to plan activities to help ensure that each child makes good progress. She shares some of this information with her assistant. However, she does not precisely explain the specific skill or knowledge that she wants children to learn. Occasionally, this limits opportunities for children to make as much progress as possible. n The childminder and her assistant model spoken language correctly and use songs and stories to build vocabulary. They make good use of the time before

p.2

need to do better?

lunch to sing action songs. Babies and toddlers join in happily. After nap time, they snuggle and read stories. This supports children's strong communication and language skills. n The childminder and her assistant develop children's early mathematics skills. For example, during tower building, they use positional language, such as 'on top', 'next to' and 'behind', while talking of size and height. Counting is modelled and practised when making painted handprints. Children under two years are already starting to count along with the childminder. n Clear routines support children to behave well, and they love playing with each other. When children struggle with sharing or waiting their turn, the childminder

p.2

need to do better?

31 January 2023 is quick to give clear guidance. As a result, the setting is generally harmonious, and learning takes place for all children. n The childminder is in the process of developing her outdoor area with a new fence. She has enhanced outdoor play provision with ride-on toys, a fresh lawn and a playhouse. She makes good use of local parks, playgroups and soft-play centres. All of the children are developing good physical skills. n The childminder encourages independence, even at an early age. Children help themselves to dressing-up costumes and learn to feed themselves at lunchtime. This gives them the confidence and resilience to have a go at new challenges. n Communication with parents is strong. The childminder works closely with families to help new children settle and to become more familiar with the adults in the setting and the daily routines. The childminder informs parents about what their child is learning at the setting and what they need to work on next.

p.2

need to do better?

This helps to promote continuity between the childminder and home. n The childminder keeps up to date with training. She has a plan for developing her own practice and that of her assistant. They work well together, utilising their strengths and identifying areas for improvement. This helps the childminder to maintain good-quality provision for the children. n The childminder promotes healthy lifestyles. She consults with parents to provide home-cooked food, which the children enjoy eating. She provides healthy snacks and outdoor activities. As a result, children develop good healthy eating and exercise habits at a very early age.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a comprehensive understanding of their responsibilities to keep the children safe. They have clear procedures and policies to cover all aspects of health and safety. The childminder and her assistant know how to spot signs of children in their care who may be at risk and how to report any concerns. They are able to access further support for families and can work with other agencies to ensure that all the children in their care are safe and make good progress.

p.3

should:

n share specific next steps for each child with the assistant, to help ensure a shared teaching approach and to enhance children's learning even further.

p.3

Setting details

Unique reference number EY500930 Local authority Lancashire Inspection number 10236786 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 12 Number of children on roll 9 Date of previous inspection 7 March 2017

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Longridge, Preston. She operates all year round, from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 4. She works with an assistant, who is qualified to degree level.

p.4

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 showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n Staff spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder, staff and the children. n The inspector carried out a joint observation of a painting activities with the childminder. n Parents and carers shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff.

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

31 January 2023 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