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 engages enthusiastically with children as soon as they arrive at her homely setting. She values talking to parents and children to find out their immediate interests and how they are feeling. The childminder uses this information to plan and interact sensitively with children, which makes them feel safe and secure. She understands the children's love of storybooks and provides a wide variety for children to explore. They confidently choose favourite stories for the childminder to read as they snuggle on her knee. Children listen attentively, joining in with predictions and a wide range of ambitious vocabulary. For example, they blow like the puffer fish and point out creatures and repeat names when they see the catfish and starfish. The childminder gives detailed explanations, which help support children's literacy development.

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The provision is good

The childminder creates a patient and calm atmosphere. She gives consistent messages that help children begin to understand the difference between right and wrong. She encourages children to take turns and share toys through positive role modelling, followed up with detailed conversations. Well-planned interactive games and activities provide opportunities for children to practise these skills. For example, children listen to who's turn it is during a game of hide and seek. They listen when it is their turn to hide and giggle with delight when they are found. The childminder responds in a timely manner when some children need further support to manage their feelings. She uses sensitive and considerate praise to allow children to feel a sense of pride in their achievements. This helps develop children's emotional well-being, so they can begin to understand and consider the needs of others.

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need to do better?

n The childminder works collectively with parents to ensure that all children's needs are met. Parents are complimentary about the care, commitment and support the childminder offers them. The childminder uses learning journals to share daily information between both homes. She uses the information to provide a wide range of experiences that help children make good progress in their learning. n Children's speech and language development is a high priority for the childminder. Regular conversations introduce new words to children. The childminder speaks clearly and uses repetition to help children say words correctly. She engages children with interactive songs and stories, giving meaning to words. Children remember actions and key phrases as they recall stories. For example, they request that the childminder reads the book 'The Three Little Pigs', huffing and puffing and saying 'wolf' as they do so. Children

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need to do better?

are confident and able to use a wide range of vocabulary when communicating.

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need to do better?

20 March 2024 n Children show an early understanding of mathematical language. The childminder models to children that bottles of water are full or empty when squirting water in the garden. She explains how heavy or light the sand is when carrying it in buckets and moulds. The childminder counts three cakes out in the correct order as children role play, pretending to eat them from the pages in the book. Children confidently count in sequence during play. n The childminder plans a well-designed curriculum that supports children's interests. She understands what children can do and what they need to learn next. Activities have specific learning intentions for individual children. For example, children concentrate as they control small hand muscles, using thumb and fore finger to thread dried pasta through small tubes. However, the childminder's enthusiasm during interactions with children means she can lose

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need to do better?

focus on the learning intention of the activity. This means children do not always achieve their intended outcomes. n Children are developing good independence through everyday activities. The childminder encourages children to make decisions about the food they like to eat at breakfast. She uses a narrative to describe toys and activities on offer for children to choose to play with. The childminder models to children how to put their wellingtons and coats on ready for outdoor play. Children experience ample opportunities to practise valuable self-help skills for their future. n Planned activities support diversity and how everyone is unique. Children play games and read books that promote discussion about different hair, skin and eye colours. They visit local parks and the nearby farm where they meet and see people in the community. Well-prepared activities allow children to explore foods around the world and festivals. This helps children develop an understanding of

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need to do better?

similarities and differences between people in the wider world. n The childminder provides opportunities for children to experience exercise and fresh air. For example, they climb steps in the garden, ride bikes and scooters and transport sand in a wheelbarrow. This helps develop children's large-muscle movements and develop an understanding of healthy lifestyles.

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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 focus more intently on the identified learning intentions for children during planned activities to fully support their progress.

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Setting details

Unique reference number EY499493 Local authority Lancashire Inspection number 10317160 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 17 May 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Much Hoole, Preston. She operates all year round, from 7.45am to 5.30pm, Tuesday, Wednesday and Thursday, except for bank holidays and family holidays. 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 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 foundation stage curriculum. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has 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

20 March 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

20 March 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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