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 has created a warm and welcoming environment, which feels like a home-from-home for children. She offers multiple settling-in sessions for children and parents so that she can learn about children's individual needs and interests from when they first start. This supports her in offering the same levels of care as parents. For example, she gently rocks younger children as they drink from their bottle and creates the same sleeping environment as home. This supports children to feel comfortable and settle well.

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The provision is good

The childminder has a carefully considered curriculum, which is based on children's interests. For example, children show an interest in farm animals. The childminder supports play with a range of farm animals and incorporates sand and water into children's play. Activities like this are responsive to children's needs and help them to engage in play and learning. Children confidently choose their own resources, make their needs known and lead their own play.

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The provision is good

Children's behaviour is very good. The childminder is consistent when promoting positive behaviour and children respond extremely well to gentle reminders and praise. For example, children independently ask if they can sweep up sand and as they eat snack say please and thank yo' as they choose different pieces of fruit.

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need to do better?

n The childminder promotes all areas of learning. For example, children observe a water fountain, collect water and talk about the difference between full and empty. They count candles out loud as they make birthday cakes, gaining a concept of number order. The childminder carefully considers how she can support children's development during play. For example, children use a balance board to support them to develop balance and core strength. This means that children experience lots of opportunities during play to support their development and make good progress. n The childminder promotes communication and language. For example, she shares stories and models language. However, she does not ask children a range of different questions to help them think and develop their own use of vocabulary. In addition, there is constant background music, which does not help children to listen carefully to how letters and words are pronounced. This means

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need to do better?

that children do not consistently receive the support they need to develop their communication and language skills. n The childminder encourages children to be independent. She is aware of the need to support children to acquire important life skills as they prepare to start school. For example, she supports children to put their shoes on the right way by sticking stickers inside the shoes. Children delight in sharing that their shoes

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need to do better?

7 May 2024 'are the right way if the spots are together'. This helps children to develop their confidence. n Children's emotional well-being is carefully considered and they have formed positive attachments with the childminder. For example, older children are encouraged to help younger children find their shoes before outdoor play. This supports older children to develop high levels of self-esteem. If children become a little unsettled, the childminder gives a reassuring cuddle and speaks softly to them. This helps children to be settled and feel secure. n The childminder works hard at developing meaningful partnerships with parents. She shares lots of information about children's development and the different ways parents can help learning at home. In addition, she also signposts parents to seek help from other professionals for the benefit of children. This helps to provide a consistency of care for children.

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need to do better?

n Partnerships with other professionals are effective. The childminder meets with other childcare providers to discuss good practice and share ideas. As children transition to school, she shares important information about their development with teachers. This helps to support all carers to become aware of children's individual needs. n Children learn about the world around them. For example, they go on outings in the local community and visit weekly playgroups. The childminder teaches children about risk. Under supervision, children use knives to cut fruit and consider the safest place to cross the road. This helps children gain an understanding of personal safety. n The childminder undertakes further reading to develop her knowledge. She ensures that she attends mandatory training, such as first aid, to regularly update her skills. She evaluates her practice to identify things she could do even better. This means that the setting is constantly adapting to meet the needs of

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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 reduce background noise, to minimise distractions and support children's communication and language skills n strengthen questioning techniques, to help build on children's thinking skills and develop their use of vocabulary.

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Setting details

Unique reference number EY484948 Local authority Lancashire Inspection number 10335872 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 29 June 2018

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Information about this early years setting

The childminder registered in 2015. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds 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 provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development. n Children spoke to with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of a communication and language activity with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

7 May 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

7 May 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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