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 are calm and happy, and they are engaged in activities at this safe and welcoming setting. Younger children point excitedly to resources in the room, and they are eager to use them. The childminder names resources for younger children as they point to them. Older children easily access resources themselves. Children choose a book and sit close to their friends, making sure that they can all see the pictures. Children show care for their friends, and their behaviour is good. The childminder wants children to progress. She joins the children and listens carefully to their conversations, repeating their words. Children hear words correctly, and this helps them to develop clear pronunciation and language.

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The provision is good

Outside, children have a good time using sand and water. They pour water into the sand and watch as it is absorbed. The childminder skilfully asks children to think about where the water has gone. As children consider this, they are developing their thinking skills. At snack time, children wash their hands and use their own towel to dry them. Good hygiene is encouraged as the childminder talks to children about washing between their fingers and on top of their hands. Good handwashing helps keep children safe. At snack time, children talk about the fruit and vegetables they like and dislike. They try new foods, and they tell each other that these foods help you 'grow big and strong'. Children are developing an awareness of healthy eating and are tasting a variety of foods.

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need to do better?

n The childminder has completed all her mandatory training. She has also accessed several online courses to keep her knowledge up to date. Following this, she has made some changes to her learning environment so that children can more easily access resources for themselves. This helps children to be confident and independent. n Children find toy animals to play with. The childminder interacts well to help them to look at similarities between the animals. For example, they see that the zebra and the tiger both have stripes. Older children are encouraged to count the legs on the animals. Children learn matching and counting skills. n Children enjoy a range of outings with the childminder. They go to playgroups and meet with friends. This helps children develop their social skills. They enjoy trips to the library where they listen to stories and songs. Children develop a love of books and learn how to listen in a group. This will help them as they

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need to do better?

transition to school. n The childminder knows the children well and identifies the next steps in their learning. She is attentive and supportive in her interactions with children during activities. However, activities and interactions are not consistently linked to children's next steps. Children make progress, but learning is not as rapid as it

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need to do better?

6 July 2023 could be. n The childminder consistently models positive and kind behaviour. Children respond well to this. They show care for their friends. For example, they pass toys to each other to use. Children are encouraged to put happy or sad faces on play dough animals. The childminder asks them why some are sad and how they could help make them happy. Children are beginning to think about feelings and how they can change how someone feels. n Partnership with parents is strong. Parents say that their children enjoy coming to the childminder's home and that their children's faces 'light up' when they see her. The childminder regularly offers parents ideas to support their child's development at home. For example, the childminder shares ideas for supporting children's language development. Parents welcome this. They comment on the progress their children make, particularly in language skills and social skills.

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need to do better?

These partnerships help to promote a consistency of care for children. n Children have lots of opportunities to be physically active. They run, kick balls and use sit-and-ride toys in the garden. At playgroup, they access lager wheeled toys. Regular trips to the park give children the opportunity to develop their large muscles. Young children develop steady walking and balance while older children develop skills in throwing, catching and kicking balls. Children are developing good physical skills. n Transitions to school and pre-school are well planned. The childminder liaises with schools and parents to gather information about school readiness. Children are encouraged to build their skills in getting dressed, managing wrappers on food, toileting independently and being able to communicate their needs. These skills help to prepare children as they move to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows and understands her role and responsibilities in keeping children safe from harm She updates her training regularly to ensure that her knowledge is up to date. The setting is safe and secure, so children can not leave unsupervised. The childminder considers safety on trips out. For example, the childminder maintains constant supervision of children and ensures that she uses age-appropriate car seats. The childminder has a current first-aid certificate, and she demonstrates that she knows what to do in the event of an emergency.

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should:

n develop ways to consistently maintain a sharp focus on children's identified next steps during activities so that children can make the best progress possible.

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Setting details

Unique reference number EY468806 Local authority Lancashire Inspection number 10295497 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 8 December 2017

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Information about this early years setting

The childminder registered in 2013. She operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She holds an appropriate early years qualification at level 3. The childminder 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 inspector observed the interactions between the childminder and the children and assessed the impact of these on children's learning . n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector.

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Inspection activities

6 July 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

6 July 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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