Childminder 2632912

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 Not applicable

p.1

The provision requires improvement

The childminder does not always plan the provision to take consideration of the needs of very young children. She does not always implement the curriculum to consistently meet all children's needs. At times, the childminder does not effectively support children's communication and language development. The childminder recognises when children need additional support. However, she does not always take children's specific, individual needs into account when planning her curriculum. Consequently, children are not always fully engaged in their learning.

p.2

The provision requires improvement

The childminder does develop secure relationships with children and they are happy in her care. Children demonstrate that they feel safe as they confidently explore the environment and access a range of carefully selected resources. The childminder models good manners and encourages turn-taking as children play alongside each other. Children seek help and reassurance from the childminder when they need it. The childminder knows when children feel tired and encourages them to rest. She has good systems in place to meet children's personal care needs.

p.2

The provision requires improvement

The childminder promotes independence. She encourages children to feed themselves and to tidy away toys when they have finished playing with them. Children have access to the outdoor area, where they enjoy spending time playing with sand. They fill and empty containers with water and play with balls. This supports children's physical development.

p.2

need to do better?

n The childminder understands what the children in her care know and can do. She has devised a curriculum intent to support learning and development. However, she does not consider the needs of very young children when planning the provision. Furthermore, she does not always effectively implement the curriculum for these children. Children do not consistently receive high-quality teaching that is well sequenced to support their ongoing development. n The childminder observes children to assess their progress. She knows how to access support from other agencies and professionals for children with special educational needs and/or disabilities. However, she does not always provide or implement tailored plans to enhance learning for children with additional needs. This means that some children do not fulfil their potential. n The childminder introduces new vocabulary and models the correct pronunciation of words. However, she does not always consider how best to

p.2

need to do better?

implement the curriculum for communication and language for all children. The childminder does not always provide appropriate support for all children, particularly those who are not yet speaking. In addition, the childminder does

p.2

need to do better?

28 August 2024 not always allow children enough time to respond to questions or to practise their emerging speaking skills. n Physical development is supported well. The childminder provides many opportunities for children to develop their fine and gross motor skills. For example, they regularly visit local parks and soft-play areas to run, jump and climb. Indoors, children enjoy rolling and squeezing play dough. This helps to develop hand-eye coordination and muscle control. n The childminder actively promotes children's understanding of the world. Children learn about their local environment as the childminder takes them on outings to the library and nature reserve. They attend a variety of social groups. This helps children to develop their social skills as they meet new people. n Healthy lifestyles are promoted well by the childminder. She teaches children to wash their hands before eating and ensures that tables are cleaned ready for

p.2

need to do better?

children to sit and eat together. The childminder provides home-cooked meals and nutritious snacks. Children happily munch on strawberries, peppers and tomatoes and have access to water and milk throughout the day. n Stories and rhymes are shared regularly. Children explore a variety of books, including some with flaps and some with different textures. They eagerly turn the pages and point to the pictures. When storytelling, the childminder uses intonation and expression to excite children and hold their attention. This helps to develop a love of reading and supports children's literacy development. n The childminder shares important information effectively with parents. This includes ideas to support learning and the next steps for children's development. The childminder seeks information about children's interests from parents so that she can plan relevant activities. Parents comment positively on the care

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n improve the implementation and sequencing of the curriculum to meet the unique needs of all children n develop the curriculum for communication and language to support children's emerging speech development n improve systems for implementing tailored plans to support all children's specific, individual needs.

p.3

Setting details

Unique reference number 2632912 Local authority Lancashire Inspection number 10289359 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 2 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2021. She operates Tuesday to Thursday, from 8am to 5.30pm all year round, except for family holidays and bank holidays. The childminder holds an early years qualification at level 3.

p.4

Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. 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 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 considered parents' views. n The childminder provided the inspector with a sample of key documentation.

p.4

Inspection activities

28 August 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

28 August 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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