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 invites children into her warm and homely setting with hugs and welcoming words. She knows her children well and takes the time to tune into children's body language throughout the day. This helps the childminder to understand and respond quickly to meet children's needs. Strong bonds between the childminder and children help to support children's emotional well-being.

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The provision is good

The patient childminder gives clear directions in helping children to be independent. She models how children can put their coats and shoes on correctly when getting ready for going outdoors. The childminder encourages children to blow their noses and feed themselves. She showers them with praise as they attempt these self-help skills. Children listen and respond to the childminder's suggestion of playing with musical instruments. They work collaboratively to help each other carry the basket of instruments out of the cupboard. Children are confident and behave well.

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The provision is good

The childminder has a good understanding of the curriculum, which she implements well. She models how to build towers with shaped bricks, make marks in paint and shape and mould dough. Children are able to develop fine motor skills, be creative and develop their imagination. The childminder reassures children who are new to walking how to climb and slide on the outdoor equipment. This helps to build their core strength and balance. They gain confidence as they turn and twist their bodies at the top to choose how they want to come down the slide. Children are developing a positive attitude to learning.

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need to do better?

n Parents are happy leaving their children in the childminder's care. The childminder builds trusting relationships with families through clear and detailed inductions. She continues to listen and respond to parents' requests when meeting children's daily needs. The childminder consistently communicates with parents to ensure that care routines, such as toilet training, are supported effectively. This collaborative working supports children's development. n The childminder provides a curriculum that builds on children's interests and what they already know. For example, children showed lots of interest in the birds and squirrels in the childminder's garden. Following this, the childminder planned visits to interesting settings where children could explore animals in greater depth. Children enjoyed feeding the fish at the local pet shop and learned the names of the many sea creatures at the aquarium. This helps

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need to do better?

children to make links in their learning and understand and secure new knowledge. n Mathematics is supported through everyday activities. The childminder

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need to do better?

28 February 2024 acknowledges when containers are 'empty' and 'full' as children transfer pasta into bowls. The childminder encourages children to count in sequence and sort and organise objects according to size and colour. These experiences allow children to gain a good understanding of early mathematical concepts. n Overall, the childminder supports children's communication and language development well. She uses conversations, stories and singing to allow children to hear and repeat language. Children share favourite stories with each other and giggle and laugh with delight, rocking back and forth to 'Row, Row, Row Your Boat'. However, the childminder is not always able to capture and maintain all children's interest to join in during these activities. Therefore, some children do not get consistent opportunities to develop their language skills as well as they could. n Children are physically active in their play. The childminder understands how to

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need to do better?

promote children's physical skills. For example, she helps babies to climb and balance when first walking. Older children develop the small muscles in their hands as they empty and fill containers and paint with brushes. Children are making good progress in their physical development. n The childminder helps children understand the need to develop a healthy lifestyle. She talks to them about different types of fruit and vegetables and incorporates these into home-cooked meals for the children. Parents are encouraged to provide healthy options for packed lunches. Children learn about healthy practices, such as handwashing before eating. The childminder's full and active curriculum includes daily outings to parks and playgroups. This helps to ensure that children have plenty of fresh air and exercise to help develop good health. n The childminder reflects on her practice effectively. She assesses how much

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need to do better?

children have enjoyed the activities she provides. The childminder uses this information to adapt her practice and future activities she plans.

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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 strengthen the implementation of communication and language activities so all children engage and benefit from the learning intention.

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Setting details

Unique reference number EY498259 Local authority Lancashire Inspection number 10317105 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 5 Date of previous inspection 1 May 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Ingol, Lancashire. She operates all year round, from 8am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 4. She provides funded early years education for two-, three- and four-year-old children.

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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 her evaluation of the childminder. n The childminder led the inspector on a learning walk to show how her home is organised and to share information about the intent for the early years curriculum. 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 The inspector spoke to children to find out about their time at the setting. n Parents and carers shared their views of the setting with the inspector.

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Inspection activities

28 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

28 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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