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

The childminder is very kind and gentle in her interactions with children. She helps them to settle quickly and to feel emotionally secure. The childminder knows children's individual characters and provides for them accordingly. This helps children to feel valued, safe and happy. The childminder promotes good behaviour. For example, she helps children learn about using good manners. Children say 'please' and 'thank you'. They learn how to behave well.

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The provision is good

The childminder provides effective support for children with special educational needs and/or disabilities (SEND). She works in partnership with parents and other agencies to promote each child's individual learning and development. The childminder devises activities that support children's individual learning targets. This helps children with SEND to make as much progress as they can.

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The provision is good

The childminder provides children with an effective balance of child-initiated and adult-led learning experiences. Children use their creativity. For example, they make a den with plumped cushions and blankets. They are relaxed and secure in creating new ideas to enhance their play together. The childminder supplements children's play with interactions and new experiences which extend their learning further. As a result, they make good progress from their starting points.

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need to do better?

n The childminder supports children's emotional well-being and their social skills well. She helps children learn how to take turns as they play games together. Children also interact well when they play alongside the childminder. They demonstrate the important personal skills they have learned which help them play together and form positive relationships. n The childminder supports some aspects of mathematics through children's play. She skilfully watches and then provides commentary and questions to help extend their ideas. For example, as children use whisks in water play to make a 'bubble bath', the childminder sensitively introduces numbers and counting into their play. However, the childminder does not consider ways to broaden children's mathematical skills. Children have fewer opportunities to learn wider mathematical language and concepts. n The childminder helps children to learn about their local community and the

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need to do better?

wider world. She promotes being environmentally friendly. For example, she helps children keep their community tidy by taking part in litter picking. The children also enjoy regular visits and outings on the bus to the town centre. They enjoy weekly visits to the library to loan books to read and return. This helps to foster a love of books and children learn how to handle them with care. n The childminder offers an environment that is rich in print. Children have access

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need to do better?

22 November 2023 to a wide range of books. They freely pick books to read with the childminder and alongside their peers. The children look through their favourite book with confidence and great interest. They point and growl like the 'Gruffalo', smiling with excitement. They are developing a love of books and reading. n The childminder is reflective about her setting. She knows the importance of regular training and takes part in professional development opportunities to improve her practice. This has significantly improved her practice for children with SEND. n Children have some opportunities which help them learn how to be independent. For example, the childminder teaches children about good hygiene practice. Children confidently wash their hands before mealtimes and are able to change their clothes. However, the childminder does not consistently support children to be independent and responsible during other daily tasks, such as helping to tidy

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need to do better?

toys away. n Parent partnerships are strong. Parents say that their children love attending the childminder's home and often do not want to leave. They describe the childminder's setting as being a home from home, where children receive lots of attention, love and cuddles. The childminder keeps parents well informed about each child's progress and next steps. This helps them to continue to promote children's learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of her role and responsibilities in safeguarding children. She has a secure knowledge of the signs and symptoms that may indicate a child is at risk of harm. The childminder knows the processes to follow if she needs to report a concern about a child to local safeguarding partners. This includes the process to follow if there is an allegation against herself or a member of the household. The childminder carries out regular risk assessments and teaches children to keep themselves safe. For example, children learn how to walk safely on outings.

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should:

n support children's independence further, so that they grow even more confident in doing things for themselves n extend the curriculum for mathematics, to help broaden children's mathematical language and deepen their understanding of relevant mathematical concepts.

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Setting details

Unique reference number EY493694 Local authority Lancashire Inspection number 10295576 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 3 Date of previous inspection 11 December 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Walton-le-Dale. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays.

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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 inspector had a tour of the areas of the premises used for childminding. n The inspector observed the childminder interacting with children. She held discussions with the childminder about what she wants children to learn. n The childminder shared a sample of documents with the inspector. This included evidence about training and the suitability of those living on the premises. n The inspector and the childminder completed a learning walk to discuss the curriculum. n Parents shared their views of the childminder's provision with the inspector.

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Inspection activities

22 November 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

22 November 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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