Childminder in Lancashire

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children are not offered a curriculum that is sequenced to build on what they already know and can do. Assessment identifies gaps in some areas of children's learning. However, the childminder has failed to use this information to plan appropriate next steps for some children. This does not provide all children with consistently secure knowledge and skill in all areas of learning. In addition, older children are not consistently offered experiences that will develop some of the key skills they need when they start school.

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The provision requires improvement

Children are happy, settled and confident. The childminder and her co-childminder are warm and friendly towards the children, further promoting their emotional well- being. Stories are fun and engaging with the childminder. Children act out scenes from the story, 'The Three Billy-Goats Gruff'. They bang their feet on the floor and repeat familiar phrases as they pretend to be the billy goats walking over the bridge. Children develop a love for books and use their creativity and communication skills through songs and dancing.

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The provision requires improvement

Children behave well. The childminder frequently reminds children of her expectations for behaviour. Any disagreements are quickly resolved with the support of the childminder and her co-childminder. Younger children learn how to be kind, share and take turns. This creates a respectful culture where children learn to value and appreciate one another. Children feel safe and secure.

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need to do better?

n The childminder's curriculum is not always well planned or sequenced and for some children, does not help them to make good progress. The childminder does not use her assessments to ensure that children have mastered the skills required for new learning and are ready to move on. As a result, their knowledge and skills are not secure to ensure that they are ready for and benefit from the next stage of their learning. n The childminder does not always support children through a well-implemented curriculum, to develop in their independence. Children do have opportunities to use knives to cut vegetables during activities, in support of their self-help skills, however, this is not consistently implemented. For example, on other occasions, tasks are completed for children who are capable themselves. This does not support children to revisit previous learning, practise and build on what they can already do.

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need to do better?

n The childminder has not been proactive in ensuring that professionals have all the relevant information to prioritise children's support appropriately. Gaps in children's learning, identified through assessment, have not been acted on effectively. This has resulted in a delay in support for children to receive early

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need to do better?

3 May 2023 intervention and achieve to their full potential. n Children are encouraged to make their own choices within their play. The childminder skilfully follows their lead. A tray is set up with sand and pirates for them to explore. This builds on previous experiences and interests. Babies enjoy exploring the different textures and use large muscles to practise standing. Older children use their small hand muscles to make miniature sandcastles on their palm. They keep trying and show delight when they complete what they set out to do. These activities develop children's enjoyment, curiosity, and concentration as they play. n The childminder and her co-childminder work well together. They share out responsibilities to ensure that the provision runs effectively. They ensure required training is kept up to date and all required documentation and records are kept. n Daily books are completed to inform parents of the care their child has received

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need to do better?

each day. Information is also shared face to face and photographs are frequently sent home. This provides a smooth transition and information sharing between home and the provision.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The provision is well maintained. Risk assessments are completed daily to ensure that the home is safe and secure for children. The childminder has attended a paediatric first-aid course and is able to use these skills to support children's welfare. The childminder has a good knowledge of safeguarding children. She understands the signs that may indicate a child is at risk of harm and the procedures to follow to raise concerns. The childminder also understands whistleblowing procedures and the action to take if an allegation is made.

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should:

n improve the curriculum that helps build on what children know and can do, towards cumulatively sufficient knowledge and skills for their future learning n strengthen partnership working with relevant professionals to support children effectively and promptly n develop children's independence and ensure that children are able to practise new skills, particularly for older children preparing for the next stage in their learning.

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Setting details

Unique reference number EY417954 Local authority Lancashire Inspection number 10263680 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 9 May 2017

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Information about this early years setting

The childminder registered in 2010 and works at the home of her co-childminder in Burnley, Lancashire. She operates all year round, from 7.30am to 5.30pm, Monday to Friday. She also minds during bank holidays from 8am to 4pm. The childminder holds an early years 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 childminder. n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

3 May 2023 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

3 May 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.

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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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