Childminder in Lancashire

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Inadequate

p.1

The provision requires improvement

The childminder has taken some action to address the weaknesses identified at the last inspection. She has accessed some professional development opportunities and this has supported her to design a well-ordered curriculum. Her knowledge of how to support children with special educational needs and/ or disabilities has improved. This helps to ensure that children receive support when concerns arise. However, weaknesses in the implementation of the curriculum remain. The childminder knows the children well and is clear about what she intends for them to learn from the activities she provides. However, at times, the childminder is not confident to adapt her teaching to further extend children's learning or to address misconceptions. The progress that children make in their development is variable.

p.2

The provision requires improvement

The childminder has established loving bonds with the children she cares for. They are confident and comfortable in her home. Children have fun and show high levels of motivation as they access the experiences that the childminder provides outdoors. Children use their strength as they dig up potatoes that they have grown. They shout 'wow' as they see their produce. The childminder supports children to be gentle as they carefully handle fruit plants that they have planted. Children learn about how things grow and change over time. However, the learning environment indoors is not as well planned or organised. Children's levels of motivation and engagement are not consistent when they spend time indoors.

p.2

need to do better?

n The childminder provides opportunities outdoors to support children's physical skills. Children are keen to play outside where they stretch, dig and run. Children gather up objects and carry them in buckets, using their strength. However, opportunities to support children's physical skills indoors are limited. The childminder has resources to support children to develop their hand muscles in readiness for later writing. However, the organisation of the space means that these are not easily accessible to children. The indoor learning environment does not encourage children to make their own choices in their play. n The childminder uses opportunities as she plays alongside the children to support their mathematical development. She models counting as children scoop up soil. As children use words to describe the size of objects such as big and little, she introduces new words such as tiny and encourages children to

p.2

need to do better?

compare the sizes. Children use lots of mathematical language as they play. However, the childminder does not embrace opportunities to strengthen children's knowledge and understanding further. For example, when children count in the wrong order, she does not identify this or use this as an opportunity to address misconceptions in their understanding. n The childminder understands the importance of teaching children how to keep

p.2

need to do better?

18 July 2024 themselves healthy. However, she does not consistently implement these intentions. For example, she does not always ensure that children are provided with a healthy diet. The childminder does provide some opportunities for children to learn about healthy lifestyles. For example, children are taught about the importance of good hand washing and have the opportunity to see where their food comes from as they grow their own potatoes and strawberries. n The childminder discusses how she intends to support children to be independent. However, she does not implement this consistently in practice. For example, although children are supported with toilet training and do use potties, the toilet used by children is inaccessible currently. This restricts the opportunities for children to be supported further with this skill. Furthermore, the childminder does not consistently encourage children to do things for

p.2

need to do better?

themselves. These inconsistencies in the implementation of the curriculum mean that children do not always make the progress they are capable of. n The childminder places a high value on supporting children's communication and language skills. She introduces new words as she plays alongside the children. Children eagerly repeat these new words in their play. The childminder supports children to learn songs and rhymes. As she spontaneously sings, they smile and join in with some words and actions. The childminder supports children's communication and language skills well. n Parents provide lots of positive reviews about the childminder. They receive lots of updates about their children's care and next steps in learning. Parents have noticed lots of progress since their children started attending. Parents state that their children have made friends and have become confident communicators.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts the children's interests first.

p.3

should:

n target professional development opportunities more effectively to support the consistent implementation of the curriculum n embrace opportunities to strengthen children's knowledge and understanding by challenging misconceptions in their learning as they arise n review the learning environment indoors, to help children to be able to fully explore and make their own choices in their play n further support children's understanding of how to keep themselves healthy by consistently implementing healthy eating practices.

p.3

Setting details

Unique reference number EY454292 Local authority Lancashire Inspection number 10337463 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 23 February 2024

p.4

Information about this early years setting

The childminder was registered in 2012 and lives in Oswaldtwistle, Lancashire. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 6. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the childminder. n Parents shared their views of the childminder with the inspector. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector and the childminder carried out a joint observation of a planned activity together. n Children communicated with the inspector during the inspection. n The childminder spoke to the inspector about how they support children with special educational needs and/or disabilities.

p.4

Inspection activities

18 July 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.

p.4

Inspection activities

18 July 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6