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 feel at home with the welcoming and friendly childminder. The childminder displays photos of children and their artwork in the playroom. This adds to children's sense of belonging in the childminder's home. Children show strong attachments to the childminder. They approach her for cuddles, demonstrating that they feel happy and safe in her care.

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The provision is good

Children lead their own learning, choosing from the wide range of resources. The childminder skilfully joins children's play when appropriate, extending their learning and praising their positive attitudes. Children show delight in the childminder's understanding that they want to sing a particular song when they show her a picture of a spider in a book. Children enjoy stories and songs, and they demonstrate a love of books from an early age. Children's early communication and language skills are promoted well by the childminder, and children's speech is well developed.

p.2

The provision is good

Young children show a good understanding of routines of the day and know the childminder's expectations of them. For instance, they eagerly join the childminder to tidy up the playroom ahead of snack and lunchtimes. The childminder is a positive role model for children. They respond to her calm and respectful manner, and they behave well.

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need to do better?

n The childminder is dedicated to her role. She takes the time to get to know each child and their family well. She gathers detailed information from parents about their child's development at the outset. This helps her plan accurately for each child's development, and children make a swift start to their learning. The childminder helps children to continually build on what they know and can do. Children make excellent progress across all areas of learning. n Ongoing dialogue with parents helps the childminder incorporate children's interests and home life into her planning. For example, she knows that children have visited the zoo recently and plans animal-themed activities to capture children's interest. The childminder helps children learn to be gentle through role play as she knows they will soon have a new sibling. Parents appreciate the childminder's advice around toilet training and enjoy borrowing books and

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need to do better?

resources from the childminder. This helps to promote consistency in children's learning. n The childminder's evaluations of children's progress are regular and effective and are continually shared with parents. The childminder asks parents for their views of the provision, for example, to plan for further development of the environment and suggested outings. However, she does not always focus her

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need to do better?

28 June 2023 own professional development to continually build on her knowledge and teaching skills. This hinders her ability to build on the already high standard of teaching. n The childminder promotes children's physical development well. Young children practise climbing steps to the slide in the garden and enjoy throwing and catching a ball with the childminder. They develop precision and hand-eye coordination as they carefully water the tomato plants. The childminder helps children learn about healthy lifestyles as they discuss healthy foods, exercise and practising brushing their teeth. Children's overall well-being is supported well. n Children learn and practise skills to support their developing independence. For example, the childminder encourages young children to cut up their own fruit and to put on their own shoes. Children follow good hygiene routines and sing songs to remind them why washing their hands is important. They learn key life

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need to do better?

skills that help them prepare for their move on to nursery or school. n Children learn more about their world on outings. They practise their social skills at regular library group sessions. Children notice similarities and differences between themselves and others when they meet other people in the local community. This helps children to prepare for life in modern Britain.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a thorough understanding of safeguarding policies and procedures, including local and current safeguarding issues. She understands how to identify when a child may be at risk of harm and how to refer concerns on appropriately. The childminder conducts regular risk assessments of areas of her home that are accessed by children and of arrangements for outings. This helps to promote children's ongoing safety. The childminder refreshes her knowledge of safeguarding regularly to ensure that it is current. The childminder keeps accurate and thorough records that contribute to the safe and effective management of her provision.

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should:

n focus professional development to build on the high standard of teaching even further.

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Setting details

Unique reference number EY243136 Local authority Lancashire Inspection number 10295343 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 1 Date of previous inspection 14 December 2017

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Information about this early years setting

The childminder registered in 2003 and lives in Lea, Preston. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3. She provides funded early 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 provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children communicated with the inspector during the inspection. 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 of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

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Inspection activities

28 June 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

28 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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