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 provides a welcoming environment where children feel happy and safe. Children behave well and copy the childminder's kind manner as they invite her to join their play. Young children use gestures and their emerging language skills to ask their friends to play with them. The childminder boosts children's confidence with her thoughtful praise of their efforts and achievements. For instance, the childminder notices when children politely say 'please' and 'thank you' without prompting. The childminder carefully considers the range of resources offered to promote children's learning. Consequently, children maintain focus and demonstrate positive attitudes towards their play.

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The provision is good

The childminder's sensitive interactions with babies help them to form strong attachments to her. She supports them to explore new environments, helping to build their confidence. Babies smile as they babble in back-and-forth communications with the childminder. She supports them as they proudly practise their new physical skills such as crawling and standing. The childminder's calm and respectful manner helps children to understand her expectations of them. Children enjoy their play and their time with the childminder as they make progress in their learning.

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need to do better?

n The childminder plans interesting topics to support children's learning across the curriculum. For instance, children pretend to be doctors as the childminder helps them to learn about different body parts. The childminder reminds children about previous activities. This helps to embed new knowledge and deepen understanding. n Children delight in singing their favourite songs. They watch and listen to the childminder for prompts. They bend and stretch, developing core strength as they repeat familiar actions along with the songs. This helps to support children's developing language and physical skills. n The childminder supports children's emerging mathematical skills. For example, she helps children to count, sort, and stack differently coloured and shaped blocks. Young children become proficient in these skills, building strong foundations for their future learning. n The childminder helps children to develop independence skills appropriate to

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need to do better?

their age. She supports babies who are learning to feed themselves. Young children learn to put on their own shoes and coats. They learn skills that will help them in readiness for the next stage of their development and education. n The childminder helps children to learn how they are each unique. For instance, they make play dough faces which represent different skin tones. They learn about different national dress and dances. This helps children begin to

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need to do better?

21 February 2024 appreciate our diverse world. n The childminder gathers information from parents about their children's development at the outset. However, this does not always include sufficient, pertinent information about children's backgrounds and previous experiences to help her to focus her planning for their learning straight away. n The childminder uses her good knowledge of how children learn to monitor and assess their progress and to identify any gaps. She shares this with parents frequently, along with ideas of how parents can support their children's learning at home. This helps children to make continued progress in their learning and development. n The childminder offers parents practical advice and support for parenting issues. For instance, she gives advice on brushing teeth and on healthy foods for children. She shares information about online safety with parents to help them to keep their children safe as they use technology. This helps to support the

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need to do better?

good habits that children are learning for life. n The childminder understands the importance of working with staff at the other early years settings that children also attend. However, she has not established effective links to help support continuity in children's care and learning. n The childminder seeks out the views of parents and children to help evaluate her provision. She completes appropriate training to further her knowledge and skills. This helps the childminder to make improvements to her provision which benefit children.

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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 gather more pertinent information about children's backgrounds to support more focused planning for their learning from the outset n strengthen partnerships with staff at other settings attended by children to promote greater continuity in their care and learning.

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Setting details

Unique reference number EY498797 Local authority Lancashire Inspection number 10312128 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 12 Date of previous inspection 20 April 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Heysham, Morecambe, Lancashire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder hold an early years qualification at level 3.

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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 evaluations. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had 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.

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Inspection activities

21 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

21 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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