Childminder in Lancashire

Overall effectiveness Inadequate

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

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The provision is inadequate

The childminder does not provide an ambitious curriculum for children. For example, she does not carefully identify what knowledge children need to learn. Furthermore, she does not build on children's previous knowledge. Consequently, children do not receive high-quality learning experiences that promote their development and progress.

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The provision is inadequate

The childminder lacks high expectations of how children should behave. When children squabble or snatch toys from each other, she does not help them to understand how to take turns. The childminder does not ensure that children learn how to play in harmony with one another. Furthermore, the childminder's poor curriculum does not support children to develop their motivation to be curious learners. As a result, children do not develop a positive attitude to their learning.

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The provision is inadequate

Children benefit from the kind and caring approach of the childminder. They show that they feel safe in her provision as they approach the childminder for cuddles or to sit on her knee. The childminder sings familiar nursery rhymes with the children. They adore choosing from the special box of resources and puppets. Children dance with joy as they sing. This helps them to learn the words to their favourite songs.

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need to do better?

n The childminder fails to keep herself well informed and up to date about how she can support and extend children's learning. This affects the quality of her work. The childminder has a poor understanding of the areas of learning and how to create a worthwhile curriculum. As a result, children flounder in their learning and they do not make progress through her curriculum. n The childminder does not have a clear focus on what she wants children to learn and why. Mostly, activities are of children's choosing with too little attention given by the childminder to the important knowledge that children need to learn. Too often, what children learn with the childminder is by accident not design. Consequently, children do not learn the important information they need to know and remember. n The childminder does not promote children's language development successfully. She does not provide a language-rich environment. For example, the childminder

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need to do better?

allows babies and toddlers to keep their dummies in their mouths for prolonged periods, including when they attempt to speak. This hinders children and babies from trying to talk and from taking the important step of using early babble. n The childminder's curriculum does not support children to have a positive attitude to their learning. Too often, she interrupts children's play so that she can tidy up the resources that they are playing with. The childminder does not

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need to do better?

12 August 2024 take the time needed to extend children's understanding and ideas. As a result, the children lack concentration, enjoyment and depth in their play. Children do not develop important attitudes that they need towards their learning. n Children are not supported well by the childminder to develop their understanding of how and why they should behave. For example, when children have minor conflicts with each other, the childminder does not sensitively help children to understand how they should behave. Children do not learn how to resolve conflicts or how to take turns with toys. n The childminder implements some appropriate hygiene practices, such as when serving food or during nappy changing routines. She helpfully encourages children to wash their hands in preparation for eating meals. Children learn about the importance of being clean and healthy. n The childminder builds warm and nurturing emotional bonds with the children.

p.2

need to do better?

She makes herself available to children and offers cuddles if they become upset. This helps children to settle quickly and to develop a sense of belonging. n The childminder provides a meaningful learning experience for children to learn about being healthy. For example, she provides healthy home-made meals and plenty of fresh vegetables for children to eat. The childminder takes care to sit with the children to make sure that they are safe when eating. Additionally, she takes children to visit an allotment. She helps children to learn about where food comes from. Children enjoy the freshly prepared meals that the childminder provides.

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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.

p.3

Due date

implement a broad and ambitious curriculum that considers the learning needs, interests and development of all children, and plan enjoyable experiences for children in all areas of learning and development 24/10/2024

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Due date

12 August 2024 focus professional development on improving knowledge and understanding of teaching the areas of learning and how children learn 01/10/2024

p.3

Due date

ensure that children are supported to understand how they should behave. 01/10/2024

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Setting details

Unique reference number EY498161 Local authority Lancashire Inspection number 10356750 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 8 Date of previous inspection 27 March 2018

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Information about this early years setting

The childminder registered in 2016 and is located in Oswaldtwistle, Accrington. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3. The childminder provides funded care and 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 childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The inspector observed the quality of education being provided and assessed the impact this has on children's learning. n A range of relevant documentation was reviewed by the inspector, including examples of the childminder's training certificates. n The inspector and the childminder carried out a joint observation of an activity. n The inspector spoke with parents by telephone and considered written questionnaires provided by parents and took account of their views.

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Inspection activities

12 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

12 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

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