Childminder in Lancashire

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children confidently help themselves to toys from the playroom and choose where to play. They enjoy a broad range of activities and interesting outings planned by the childminder. They are keen to join activities, such as water play, particularly when the childminder plays alongside them. However, the childminder does not focus sufficiently on what she knows children can already do and what they need to learn next during group activities. Therefore, although children enjoy the sensory experience of water, some children's learning needs are not met as well as others during these group activities.

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The provision requires improvement

Some children are not supported well enough to understand how to behave appropriately and manage their feelings when they are having difficulties. However, the childminder encourages children to use good manners. They say please and thank you without being prompted. The childminder helps to prepare children with some essential skills in readiness for starting school. She encourages children to do things for themselves. For example, children tidy toys away when they have finished playing with them. They develop independence and good self-care skills, for example they help themselves to water when thirsty and learn to use the toilet independently. Children are keen to communicate and enjoy listening to stories.

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need to do better?

n The childminder's paediatric first-aid qualification has expired. She has booked a place on a first-aid course, which had not been completed at the time of this inspection. The childminder regularly refreshes her safeguarding knowledge through training. She meets with another childminder to exchange ideas and discuss topical issues. Every day, the childminder checks her home for hazards and makes sure it is clean and tidy. She talks to children about staying safe and older children talk knowledgeably about how to cross roads safely. n Partnership with parents is positive. The childminder gathers information from parents about their children's care needs, abilities and interests before they start. She uses this information well to help children to settle in confidently. She provides parents with ongoing information about their child's progress and suggests activities to do at home. This daily exchange of information helps to

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need to do better?

support continuity in children's learning. n Positive ways to handle children's behaviour are explained by the childminder, however, these are not implemented consistently in practice. She tells children when their behaviour is inappropriate and removes them from the situation when they are hitting others. However, this does not help children to manage their feelings and emotions positively or to understand how their behaviours impact on others. n The childminder supports children well to use numbers and mathematical

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need to do better?

30 January 2024 language throughout the day. For example, at lunchtime, children correctly count and name the shapes of their sandwiches as squares, rectangles and triangles. n Children develop their understanding of health in a range of ways. They learn how to care for their teeth and talk about healthy eating while playing games, such as posting pictures of food in a mouth. Some children help to prepare their own lunch, for example, a child makes his own cheese sandwich. A child demonstrates an understanding of healthy eating saying proudly, 'I eat ham sandwiches and broccoli'. Children's health benefits from plenty of fresh air and exercise. n Children go on outings daily, which support their physical skills and understanding of nature. They develop climbing skills on equipment at the park and at a soft-play centre. They walk in local woods and parks. They collect leaves and sticks which they bring back to use in their creative work.

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need to do better?

n The childminder introduces new words to children's vocabulary as they play and through reading and singing. She provides regular opportunities for children to socialise with other children at local groups and parks. They also practise sharing and taking turns when another childminder visits with her children. Children develop good communication and language skills. n The childminder knows children well and what she wants each child to learn next. She shares this information with parents. However, she does not focus sufficiently on this when planning and supporting group activities for children of mixed abilities. At these times, some children become disengaged, and behaviour deteriorates

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Due date

attend a full paediatric first-aid training course and ensure a valid paediatric first- aid certificate is maintained at all times 26/02/2024

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Due date

implement positive behaviour management strategies consistently and help children to manage their emotions and behaviour. 26/02/2024

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should:

n focus more precisely on what each child needs to learn when planning and supporting group activities to help raise the quality of education.

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Setting details

Unique reference number EY497571 Local authority Lancashire Inspection number 10305043 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 5 Date of previous inspection 8 February 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Farington, Leyland. She operates all year round from 7.15am to 5.30pm, Monday to Friday, except 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. n The inspector had a tour of the childminder's home to gain an understanding of how the early years provision and the curriculum are organised. n A joint observation was carried out by the inspector and the childminder. n The inspector held discussions with childminder. n The inspector spoke to some children during the inspection and took account of the views of parents provided by the childminder. n The inspector looked at a sample of documentation including evidence of the suitability of household members and the childminder's training.

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Inspection activities

30 January 2024 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

30 January 2024 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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