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 Not applicable

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The provision is good

The childminder works hard to ensure children are confident, happy and loved. Parents talk about how the childminder loves their children as much as they do. The children confidently express their needs and chat happily to the childminder, who engages warmly with them. The childminder wants to encourage them to cooperate with each other. She heaps praise onto the children when they share or behave with kindness. The childminder demonstrates that she knows each child incredibly well. She adapts learning opportunities in the moment, knowing what she wants the children to learn next. The curriculum is ambitious and well thought through and is delivered using the children's interests. Children enjoy familiar songs and rhymes and use puppets as they sit cosily with the childminder on the floor. Their enthusiasm for their favourite songs is infectious.

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The provision is good

Children make strong progress in their physical development. The childminder sets up obstacle courses for the children indoors to improve their balance and large- muscle skills. Children gain good small-muscle control. For example, children as young as two years of age use scissors quite competently after being willing to persevere and refine their skills. There is a wealth of opportunities for the children to experience. They prepare their own pizzas for lunch and enjoy tidying up afterwards.

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need to do better?

n The childminder plans with high ambition. She carefully builds on what children know and can do. For example, she embeds colour recognition and counting through any given opportunity. By the time children are of pre-school age, they are learning number recognition by matching numerals in play and are beginning to identify the initial sounds in their names. This adds to the children's independence and readiness for school when the time comes around. n The childminder tracks the children's development, so she knows where they are on their learning journey. This tells her what they need to learn next. The childminder ensures that activities cover all areas of learning. However, although she discusses differences and diversity incidentally with children, the planned curriculum has limited opportunities to broaden children's experiences of the wider world. n The childminder uses her relationships with parents effectively. She informs

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need to do better?

parents of their children's achievements and works with them to support their progress, such as with potty training. If there are any concerns about progress, the childminder works with parents to explore using outside help, for example making referrals to speech therapy. Parents speak very highly about the care and support that the childminder provides for their children. All children are making good progress, even though some have only been in the setting for a

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need to do better?

8 April 2024 short time. n High priority is given to promoting children's language development. The childminder makes the most of routine daily care activities to talk with children, such as during mealtimes. She also sings songs enthusiastically to help teach children new words. Children gain good communication, language and literacy skills. They demonstrate a good level of vocabulary for their age. n Children are helped to develop an early love of reading. The childminder makes sure that there is a good selection of books available that cater for the different ages of children. Books are clearly well loved and part of the daily routine. The children talk freely about their favourite stories. n The childminder ensures that children have regular opportunities for physical exercise. As well as being active inside, they regularly walk the family dogs and visit local play centres when the garden is inaccessible. The children are adept at

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need to do better?

balancing and climbing. n The childminder is keen to improve her skills and understanding. Since registering as a childminder, she has attended courses which include safeguarding, curriculum planning and child development. She makes good use of the training to reflect on her practice and look for opportunities to improve. The children reap the benefits through the provision of a safe and engaging learning environment. n The childminder has clear intentions for teaching good behaviour. However, she does not challenge all unwanted episodes consistently, such as when children occasionally dominate others. This means they are not quickly learning about the impact of their behaviour on others, to help them maintain strong relationships and avoid conflicts with friends.

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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 and consistently promote children's understanding of the impact of their behaviour on others n broaden the curriculum to support children's understanding of diversity and help them learn about similarities, differences and what makes them unique.

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Setting details

Unique reference number 2655138 Local authority Lancashire Inspection number 10332924 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 Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in Blackburn. She operates Monday to Thursday, from 8am to 4pm, all year round. The childminder offers funded early 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 their evaluation of the provider. n The childminder joined the inspector on a learning walk. She talked to the inspector about her curriculum and what she wants the children to learn. n Parents provided the inspector with written feedback. n The childminder showed the inspector relevant documentation during the inspection. n The inspector carried out a joint observation of an activity with the childminder. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector spoke to children to find out about their time at the setting.

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Inspection activities

8 April 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

8 April 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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