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 have formed close attachments with the childminder, and they show that they enjoy being in her care. For example, they actively involve her in their play and go to her for a reassuring cuddle if they are a little upset. The childminder is very quick to react to children's care needs. For example, when they need to blow their nose or have their nappy changed. Children demonstrate that they are happy and settled. For example, they wake up and smile broadly as the childminder greets them. The childminder promotes positive behaviour. She encourages children and praises them as they try new things.

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The provision is good

The childminder has developed a curriculum that identifies children's interest and then supports them to develop new skills. The childminder understands the importance of play. She engages children in a wide range of activities to support them to develop skills in all areas of learning. For example, she encourages children to use paint sticks and build with construction blocks. She models how to use a range of musical instruments. These activities help children to develop their exploratory skills and build their physical skills. Children demonstrate that they are active and ready to learn. The curriculum promotes positive attitudes to learning.

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need to do better?

n The curriculum is sequenced so that children have the opportunity to revisit their learning. For example, children play with castanets from the instrument box. The childminder makes reference to the day before when children played with large tweezers. The childminder reminds children to use the same pincer movement with their hands. This helps children to make connections in their learning. n The childminder plans a range of activities that children enjoy. For example, they talk about 'scary snakes' and 'big elephants' as they listen to a story. However, opportunities for children to learn in the outdoors are not as well considered. This limits outdoor opportunities for children who prefer to learn in the outdoors. n The childminder supports children's communication and language well. For example, children look at a book about animals and listen carefully to the childminder as she makes a range of animal sounds. Children giggle as they

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need to do better?

copy the sounds they can hear, such as a 'roaring lion'. Children enjoy story sessions and singing. These activities help children to be confident communicators. n Children are beginning to explore the importance of healthy lifestyles. For example, children help to mix the batter for pancakes and then eat a range of tropical fruits. The childminder starts a discussion about the colour and the taste of the fruit. This encourages children to try healthy foods they may not have eaten before. n The childminder is a good role model and encourages children to build their

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need to do better?

13 February 2024 independence. Children enjoy choosing their own resources, washing their hands and cutting up bananas when it is snack time. These opportunities help children to build their confidence and to be prepared for the next stage in their learning. n Children learn about the world through imaginative experiences. For example, they visit local playgroups where they can play with a wider group of children and build their social skills. They explore special days throughout the year. For example, children enjoy making lanterns at Chinese New Year. These experiences help children to learn about the world we live in. n Partnerships with parents are established. Parents are invited to stay for sessions when their child first starts and to share information about their child's individual needs with the childminder. Parents share that they have regular updates from the childminder and that she is 'dedicated, warm and shows genuine love to

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need to do better?

children'. These partnerships support a consistency of care for children. n Overall, partnerships with other professionals are in place. For example, the childminder shares information about children with teachers as they transition to school. However, the childminder does not always share information with other providers who share the care of children. This means that children's individual needs are not understood by all carers as they start at a different setting. n The childminder keeps herself updated through online training and speaking with other childminders. She receives support from local authority advisers and is a member of various early years support groups. These help the childminder to reflect on her practice, in order to understand children's needs more thoroughly.

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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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should:

n increase opportunities for children to access the curriculum in the outdoors, so that children who prefer to learn outdoors are consistently supported n strengthen partnerships with other professionals, especially those who share the care of children, so that all carers are aware of children's individual needs.

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Setting details

Unique reference number EY497943 Local authority Lancashire Inspection number 10308595 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 4 Date of previous inspection 13 March 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Lancaster, Lancashire. She operates all year round, from 8am to 5pm, Monday to Friday, 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 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. n Children spoke to with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The inspector carried out a joint observation of a communication and language activity with the childminder. 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.

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Inspection activities

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

13 February 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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