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 shares strong bonds with children. She interacts warmly, showing a calm and caring approach. The childminder knows the children well. They are happy and settled and show a real sense of belonging in the home. Children are keen to involve the other children and the childminder in their play experiences. They build block towers together and make dough cakes with sprinkles on. Children delight in being with each other and share well-established friendships. This helps children feel safe when they leave their parents and arrive at the childminder's home eager to play and explore.

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The provision is good

The childminder provides a learning environment that supports children to be curious. For example, children learn about the world around them as they explore books in the community library and visit the local park on nature walks. They confidently ask questions about bees when spreading honey on their toast at snack time. The childminder provides a curriculum that balances child-led play and adult- planned activities. This helps children test out their ideas. For example, children choose to add pasta to make 'heavier' cupcakes or make pasta bracelets with the childminder. They count how many pasta shapes they need to make it longer to fit their wrist. Children practise controlled finger movements, placing small pieces of pasta on thin strings. The childminder knows when to assist and praises children on their persistence. In response, children make several adjustments until they are happy and smile with delight. Children are developing a love of learning and solving

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need to do better?

n The childminder reflects on the services she provides for children and families. She is committed to developing her professional practice and improving outcomes for children. The childminder has completed a level 3 childcare qualification. She is confident to set children's next steps and observe how they are developing. The childminder adapts activities to fill potential gaps in children's learning. As a result, children make good progress. n Parents complement the childminder on the respectful relationships she encourages in her home. Regular daily communication allows parents to share in their child's learning. The childminder plans fun activities that help children be involved and be happy. Children remember and talk about what they learn. n The childminder has clear expectations for children's behaviour. She is sensitive when reminding children to be kind. The childminder encourages turn-taking

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need to do better?

through games and activities. However, she is not always successful when capturing children's attention. This does not help them listen and respond to what they hear. As a result, children do not always focus and engage in learning as well as they could.

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need to do better?

16 February 2024 n Children learn about what makes them unique. The childminder talks about similarities and differences between themselves and others. She explains how we can all have different opinions, likes and dislikes. She uses books to teach children about the various lifestyles families share. This helps children begin to understand diversity in modern Britain. n The childminder supports children's personal development well. They talk about washing hands and cleaning the germs away. Children eat a range of vegetables and fruit as part of their daily menu. The childminder reminds them to drink water throughout the day for energy. Children role play visits to the dentist and doctors. The childminder also promotes oral health by sending toothbrushes home. Children are learning to follow a healthy lifestyle. n Children's communication and language skills are a focus for the childminder. She encourages two-way conversations and repeats children's sentences and

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need to do better?

words for clarity. Children enjoy listening to stories, songs and rhymes. They giggle and wave story spoons when matching the characters in the story. That said, the childminder has a tendency to read stories too quickly. This does not allow children time to interact or hear new words pronounced clearly. n The childminder is keen to introduce children to early mathematical concepts. Children explore how ice and rose petals float and sink in the water tray outside. Children talk about heavy and light when making dough cupcakes. They begin to use counting in everyday activities. The childminder repeats numbers to the children in the correct sequence. Children confidently use mathematical language in their play.

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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.

p.3

should:

n control the pace that stories are read so that children can hear words clearly and have opportunities to join in and repeat the sounds and words they hear n set clear expectations for children's behaviour by consistently using strategies to support children's listening and attention skills and ensure that all children can fully engage in learning.

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Setting details

Unique reference number EY495955 Local authority Lancashire Inspection number 10308554 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 15 March 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Kirkham, Cumbria. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n This was the first routine inspection that 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 her evaluation of the setting. 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 Children spoke to or communicated with the inspector during the inspection. n Parents and carers shared their views of the setting with the inspector. n The inspector observed the interactions between the childminder and the children.

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Inspection activities

16 February 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

16 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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