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 dedicated childminder ensures that children are warmly welcomed into an inviting, home-from-home environment. On arrival, the childminder takes time to talk to children and their parents, who she knows well. She speaks in a calm and encouraging tone of voice, which supports children to foster trusting and caring relationships with her. The childminder is a positive role model. She listens and responds to all children's thoughts and ideas about what they would like to play with first. Children demonstrate a mutual respect as they listen attentively and follow instructions. Children feel safe and demonstrate a real sense of belonging with this childminder. Consequently, behaviour is good.

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The provision is good

The childminder plans and provides a varied curriculum covering all areas of learning. She incorporates children's interests and celebrations throughout the year. The childminder knows the children well. She knows their interests, their stage of development and what she would like them to achieve. The childminder observes the children, taking note of their development, which helps to identify what children can do and what they need to learn next. She ensures the environment supports children's learning, with a focus on gaining the skills and knowledge they need for their move to school.

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need to do better?

n Children thoroughly enjoy their time outdoors and the freedom to explore. They have many opportunities to develop their physical skills in the childminder's garden and other outdoor spaces. Children learn to navigate as they manoeuvre themselves around the barn. They develop their large muscles as they pedal their ride-on tractors and pull hay from bales. The childminder ensures that she offers firm, consistent and sensitive reminders of safer behaviours, for instance as children explore the working farmyard. Children demonstrate they know how to keep themselves safe by using their eyes to look, and ears to listen, for the farmer's tractor. n The childminder plans the curriculum to support children's knowledge of basic mathematical concepts. For example, children confidently count out the scoops as they prepare the feed for the hens. In addition, as children engage in role play, they begin to understand monetary concepts. For example, they 'charge'

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need to do better?

the childminder for her snack. From an early age, children have a good understanding of numbers. n The childminder has established strong partnerships with parents, who appreciate her consistent communication about their children. They find it reassuring and feel it shows that their children's needs are being met. Parents describe the childminder and staff as kind, wonderful, attentive, warm and engaging. They also note that their children are making good progress,

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need to do better?

12 November 2024 especially in language skills. n The childminder helps children to understand the world. They learn to care for other living things, such as the resident farm animals. In addition, the childminder arranges a variety of activities throughout the year to help children learn about diversity, including learning about different traditions and festivals. They listen to festive stories and engage in fun experiences to support their learning about others' lives different to their own. n The childminder is reflective and understands the importance of keeping her knowledge up to date. She diligently completes essential training, including first aid, food hygiene and safeguarding. This helps to promote the children's safety and protection. However, she has not yet developed effective relationships with other settings that the children attend. Consequently, this means that there is not always consistency in children's learning and care.

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need to do better?

n Overall, children's communication and language development is good. The childminder engages children in conversation during activities and has a clear comprehension of how children develop their conversation skills. For example, she introduces new words such as 'diluted' and 'coop' to challenge and increase their vocabulary. However, on some occasions, the childminder does not give children time to respond to questions and to think critically and solve problems for themselves. At these times, children's communication and language skills are not supported as effectively. n Children learn elements of healthy practices, such as exercise and drinking regularly. However, the childminder does not consistently promote children's self- care skills, such as handwashing before eating. This means children do not fully understand the importance of adopting healthy lifestyle habits.

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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 develop relationships with other settings that children attend to share information about children's development and strengthen consistency of care n strengthen the use of effective questioning skills to give children more time to think and respond to questions and enable them to share their thoughts and ideas n consistently embed hygiene routines, such as handwashing, in order to promote good hygiene practice for the children.

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Setting details

Unique reference number EY465610 Local authority Lancashire Inspection number 10359987 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 9 Number of children on roll 6 Date of previous inspection 17 December 2018

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Information about this early years setting

The childminder registered in 2013 and lives in Gressingham, near Lancaster. She operates all year round, from 8.30am until 4.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder receives funding for the provision of free early education for two-, three- and four-year-old children. She holds an appropriate qualification at level 3.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. 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 gathered the views of parents during the inspection. n The inspector spoke with children during the inspection. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

12 November 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 November 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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