Mason, Jennifer

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

p.1

The provision is good

The childminder creates a caring and welcoming environment for children. Children settle quickly with the childminder. This is because she has established secure attachments with them and they feel safe and secure. Babies build confidence as they explore and investigate their surroundings. They bring toys to the childminder and regularly approach her for cuddles. Children are happy and settled here.

p.2

The provision is good

The childminder provides an ambitious curriculum for children. She takes children on walks to the park, which helps them to learn about the world around them. Babies enjoy seeing the ducks. They build on prior knowledge when later they find a picture of a duck. Babies say 'quack quack' as they show the childminder the picture. Children revisit and build on learning opportunities.

p.2

The provision is good

The childminder has high expectations for children's behaviour. They receive lots of encouragement from her. For example, they enjoy building towers with bricks and receive praise when they tidy up. When they offer a brick to another child, the childminder tells them that is 'good sharing'. Children learn to cooperate with others.

p.2

need to do better?

n The childminder works hard to establish strong partnership working with parents from the outset. She works closely with parents to provide children with a smooth transition from home into the setting. The childminder is very responsive to children's individual needs. She knows when they are hungry, tired or need a cuddle. Babies thrive in the childminder's care. n Children develop a positive attitude to learning. They enjoy exploring and investigating the environment. Children frequently revisit their interests. They enjoy filling and emptying containers in a range of different ways. They open and close doors in the play kitchen and hide toys away to find later. Children develop their own ideas as they repeat activities and make connections. n The curriculum is sequenced to consider what children need to learn next. The childminder completes a starting-point check of their skills and capabilities on

p.2

need to do better?

entry. She uses this information to consider what children need to learn next. The childminder reviews her provision daily to offer children a range of experiences and opportunities to support and extend their learning. Children make good progress from their starting points. n The childminder supports children to learn important self-care routines, such as handwashing and self-feeding. Children are so secure in the routines that they know what will happen next. The childminder is very responsive to their needs and follows their verbal and nonverbal cues. For example, she identifies that they are ready for some snack when they seek comfort from her. Children feel

p.2

need to do better?

16 October 2023 listened to and valued. n The childminder provides frequent interactions with babies as they play. However, at times, the language she uses is much more than babies can understand. For example, as babies bang stacking cups together, the childminder talks about all the different colours and number of cups. This does not match their developmental stage of single words and sounds. Babies can be overwhelmed and sometimes they do not respond or simply move away. n The childminder is reflective of her practice and understands the areas that need further improvement. The childminder has accessed the required mandatory training. However, since registration, the childminder has not had the opportunity to access any training to develop the quality of education. She understands that this is an area of her practice where she needs to improve her skills and knowledge, for example, supporting children's early communication

p.2

need to do better?

development. Overall, self-evaluation is used to make continuous improvements.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder provides a safe and secure environment for children. She considers potential risks and completes daily safety checks. Training has been accessed to ensure that she has the appropriate safeguarding qualifications. The childminder understands the different types of abuse that children may be exposed to. She also understands the signs and symptoms of abuse and the action to take if she has a concern about the well-being and safety of a child. The childminder understands who to notify if an allegation is made against herself or anyone in her household.

p.3

should:

n consider more effective ways to support children's emerging vocabulary n use effective self-evaluation to identify areas for improvement.

p.3

Setting details

Unique reference number 2633490 Local authority Lancashire Inspection number 10288892 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 6 Number of children on roll 2 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2021 and is located in Carnforth. She operates Monday to Friday from 8am to 6pm, all year round.

p.4

Inspection activities

n This was the first routine inspection the provider 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 inspector observed the quality of education being provided 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 and inspector discussed how the curriculum has been implemented and the impact that this has 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 request.

p.4

Inspection activities

16 October 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

16 October 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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