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 provides a warm and welcoming environment. She treats children with kindness and respect. The childminder gathers a wealth of information about each child when they first begin to attend her setting. She uses the information provided by parents effectively to meet the care and learning needs of individual children. The childminder's gentle and nurturing approach helps children to settle quickly and be ready to engage in the wide range of opportunities provided.

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The provision is good

The childminder uses what she knows about each child's stage of development to develop an ambitious and well-sequenced curriculum. She considers each child's interests effectively. For example, children's interest in dinosaurs is used to teach children of the importance of keeping clean. Children delight in washing toy dinosaurs in soapy water outside. Opportunities such as this, help to motivate children in their learning.

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The provision is good

Overall, children behave well. They form friendships and learn to treat each other with kindness. Children eagerly engage in the activities provided and encourage the childminder into their play. The childminder is always on hand to offer cuddles and reassurance should it be needed. This helps to support children's confidence and sense of belonging.

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need to do better?

n The childminder places great emphasis on developing children's communication and language skills. Children develop a love of stories and eagerly join in as the childminder reads their favourite books. They laugh excitedly when the childminder uses puppets and different voices while telling stories. New vocabulary is skilfully introduced during conversations. For example, words such as 'excavate' are introduced as children play with toy diggers outdoors. Opportunities such as these help children to become confident communicators. n Children join in a range of activities. The childminder is clear in what she intends children to learn and before beginning, reminds children of the importance of sharing and taking turns. Overall, the childminder manages children's participation well. However, on occasion, she does not implement behavioural reminders consistently. This can be confusing for some children and means they

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need to do better?

are occasionally unsure of the childminder's expectations. n Children are confident, enthusiastic learners who act as co-creators of the curriculum. They engage with enthusiasm in their play. The childminder knows each child well and identifies opportunities to extend children's learning though their chosen play. She talks to children about what she sees them doing. The childminder asks thought-provoking questions to help extend children's knowledge further. That said, at times, the childminder does not give children

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need to do better?

25 June 2024 enough time to think and solve their own simple problems. On these occasions, children's critical thinking skills are not as effectively supported. n The childminder teaches children to understand the benefits of adopting a healthy lifestyle. Children are reminded how to wash their hands properly after playing in the garden and before meals and snacks. They discuss the importance of drinking water to stay hydrated on a hot day and recall selecting different fruit at the supermarket for their snack. Opportunities such as these contribute effectively to children's overall good health and well-being. n The childminder provides children with a range of opportunities to meet people within their wider world. For example, she takes them on visits to museums, historic properties, gardens and farms. These positive experiences encourage children to build confidence in social situations and enhance their understanding

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need to do better?

of the world around them. n The childminder updates and improves her knowledge to strengthen her understanding and develop new skills. She ensures that training and research is relevant to the children and families for who she is providing care for. This helps her to plan well for what children need to learn next. n Parents speak incredibly highly of the communication they receive from the childminder. They value the updates she shares on each child's progress and next steps in learning. The childminder offers her support on a range of topics. For example, she helps parents to enrol children with a dentist. Furthermore, the childminder offers suggestions that enable parents to contribute effectively in their child's learning at home. This helps to ensure consistency in children's learning and development.

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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 implement behavioural expectations consistently, particularly during group activities, so that all children are clear in what is expected of them n give children time to think and solve their own problems as they play in order to extend their critical thinking skills fully.

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Setting details

Unique reference number 2664830 Local authority Lancashire Inspection number 10339440 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 Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Ormskirk. She operates all year round from 7.30am to 6pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 6. She provides 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 childminder. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their EYFS curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

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

25 June 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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