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 Not applicable

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The provision is good

Children demonstrate that they are extremely happy and settled in this home-from- home setting. They confidently show the inspector around the environment and talk about their favourite things to do. They have built warm attachments to the childminder, going to her for reassurance or cuddles. The childminder offers an exciting curriculum where children build their skills in practical ways. For example, children acquire the skill of using knives safely as they are encouraged to cut fruit up at snack time. The childminder is extremely patient and consistently encourages even the youngest children, saying, 'Have a go' and 'You can do it.' Children's behaviour is very good. They listen carefully to the childminder and are reminded to use good manners at every opportunity.

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The provision is good

The childminder has high aspirations for every child. She offers a curriculum that consistently builds on children's skills. This means that children have a chance to recap on their prior learning, which helps all children to make good progress. The childminder values learning outdoors as much as indoors. Children have a range of opportunities to build on their physical skills. For example, children enjoy balancing on balancing steps, blowing bubbles and using a variety of tools to scoop and pour sand. Children demonstrate that they are independent and resilient.

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need to do better?

n The childminder has a clear intent for her curriculum and the skills that children need to acquire. She observes children, identifies their natural interests and plans activities that excite children. For example, children have recently been fascinated by the local refuse truck. This has led to a focus on exploring rubbish and how we can help the local community be a cleaner place. Children are engaged in play and learning. n The childminder supports communication and language well. She models language, introduces new words and asks children questions. Children are confident communicators. After they have eaten snack, they place all unwanted food into a special bin and use terminology such as 'recycling' and 'waste'. This shows that children are confident to use new vocabulary in different contexts. n Children's emotional well-being is supported in imaginative ways. For example, the childminder holds 'potty parties'. This is an opportunity for children to play

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need to do better?

games like musical chairs with clean and washed potties. This supports children not to be worried about using a potty. As a consequence, children build confidence as they start to use the bathroom independently. n There are warm interactions between the children and the childminder. Overall, there are lots of opportunities for children to express their needs. However, at times, during planned activities, the childminder can over direct children to promote a certain outcome. Therefore, children's independence and creativity

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need to do better?

1 June 2023 are less supported at these times. n Healthy lifestyles are promoted. Children help to grow a range of vegetables that are incorporated into home-cooked meals every day. Children know the importance of good oral health. They brush their teeth every day and explain to the inspector, 'We need to brush our teeth to get rid of germs and to keep them white.' This shows that children are beginning to understand the importance of self-care. n Partnerships with parents are good. There is meaningful information shared every day. Parents are invited into the setting to enrich children's experiences. For example, a parent cooks food traditionally made in Poland, which the children enjoy eating. Parents say that the childminder 'treats the children like her own' and provides 'imaginative and thought-provoking activities'. These partnerships provide a consistency of care for children. n Children who speak English as an additional language are well supported. For

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need to do better?

example, the childminder plays music and songs in different languages as children take part in yoga sessions. This supports children to feel settled and understand that we are all unique. n The childminder undertakes self-evaluation and attends multiple training opportunities. She has recently attended training on effective oral health and introduced tooth brushing into her setting. This means that her knowledge is constantly being updated for the benefit of the children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates that she has a knowledge of effective safeguarding practice. She attends regular training opportunities to keep her knowledge updated. She understands what she would do if she were concerned about a child's safety or if there was an allegation against someone in the household. The childminder places a strong focus on children's safety. For example, she shares information on 'safer sleep' guidelines with parents. She ensures that children wear hats and have cream applied in sunny weather. Children understand the importance of this, saying, 'It's dangerous if we don't put cream on.'

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should:

n allow children time to explore and make their own choices, in order to support children's creativity and independence further.

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Setting details

Unique reference number 2621358 Local authority Lancashire Inspection number 10280943 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 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in Leyland, Lancashire. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant 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 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 that they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The children spoke to the inspector about what they enjoyed doing while in the care of the childminder. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n Parents shared their views through written comments.

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Inspection activities

n The childminder provided the inspector with a sample of key documentation on request.

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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.

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Inspection activities

1 June 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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