Littlechild, Lisa Victoria

Littlechild, Lisa Victoria

Unique reference number (URN): 2738106 Address: 427 Garstang Road, Preston, PR3 5JA Type: Childminder Registered with Ofsted: 31/08/2023 Registers: EYR, CCR, VCR Registered person: Littlechild, Lisa Victoria

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

All children, including those with barriers to their learning, make appropriate progress across the curriculum from their starting points. They develop the confidence and self-assurance they need in advance of their move on to school. Children learn to play with and chat to others, how to take turns and join each other's games. They are emotionally secure and understand expected behaviours and routines. Children become independent in managing routines and the self-care skills they need for life.

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Achievement Expected standard

Children are chatty and have the confidence to express their thoughts and ideas. Any areas for improvement do not have a significant impact on children's achievement, as they make typical progress. Children learn to count and understand mathematical concepts. They build muscles, control and coordination through active play.

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Behaviour, attitudes and establishing routines Expected standard

Children understand routines and rules well. The childminder has a focus on promoting children's behaviour, emotional wellbeing and personal development. Children develop trusting relationships and meet the childminder's expectations with ease. The childminder models kind and caring behaviour, which children reflect in their play and interactions with others. Children develop positive attitudes to their play and learning. They help to tidy up, suggest the activities they would like to do next and generally contribute well to the calm and happy atmosphere.

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Behaviour, attitudes and establishing routines Expected standard

The childminder helps all children to manage their play and routine times of the day. She adapts routines for each child's age and stage of learning and to overcome barriers where appropriate. Children recognise that their friends are all different and that some require differing levels of support and understanding. The childminder supports children to enjoy their time with her and supports parents and carers to help their children attend. However, the childminder has not considered how to enhance partnership working, including with parents, to support this even further.

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Children's welfare and wellbeing Expected standard

Children's wellbeing is a priority. The childminder understands that children need to feel safe and secure to facilitate learning. She has a sound overview of children's welfare needs and ensures that her practice reflects this well. The childminder helps children to develop the emotional intelligence and self-esteem they need to thrive in life. Their physical and mental health are a focus, and support for these is woven throughout the childminder's practice. Children enjoy their time together and feel secure in the childminder's care as a result of her thoughtful and sensitive practice. Children who are new to the childminder's care settle well and are included from the outset.

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Children's welfare and wellbeing Expected standard

Children learn to manage their own self-care needs and understand how hygiene and other practices affect their bodies and health. Children enjoy mealtimes together and talk about

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Needs attention

oral health as they eat and play. They enjoy active outdoor play and learn about assessing risk as they move between indoor and outside areas with the childminder. Children check if the decking is slippery, for instance. The childminder thoughtfully considers all children's needs and makes adaptations to the environment as needed. The childminder is receptive to advice to help her improve all aspects of children's care and learning. For instance, she understands that working more closely with other professionals will support all areas of children's care.

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Curriculum and teaching Expected standard

The childminder understands the strengths of her provision. She is receptive to advice to help her to improve, such as around partnership working and enhanced focus in her professional development. The childminder knows children well and typically matches teaching to support their learning and development. Activities are appropriate for children's age and stage of development and help them to make progress from their starting points. Children develop the knowledge and skills they need as they approach their move on to school.

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Curriculum and teaching Expected standard

The childminder monitors and assesses children's progress and uses their interests to capture their imaginations and attention. The childminder's focus on children's wellbeing helps them to develop emotional security and to be thoughtful of others. Children discuss how they are each unique and have different family dynamics and backgrounds, for example. The childminder understands that she should adapt practice to support children with barriers to their learning further.

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Curriculum and teaching Expected standard

Children develop their communication and language skills during activities. For example, they enjoy stories and songs with the childminder that also link their learning through other areas and prior experiences. The childminder weaves mathematical concepts and number through her teaching, helping children to build a foundation for their future learning. The childminder promotes physical activity. She teaches specific physical skills to support children's development. The childminder encourages children to climb and balance, for instance. She encourages them to do tasks where they develop their hand strength and movement. The childminder typically sequences children's learning appropriately, understanding that they need to be competent at a base level before extending this further.

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Inclusion Needs attention

The childminder monitors and assesses children's progress, which gives her an awareness of where there may be gaps in their learning or where they may need additional support. However, she does not consistently use this information to tailor strategies to close emerging gaps in children's learning swiftly. The childminder does not always seek advice from other professionals or have timely discussions with parents and carers to help support children in the areas they need it most. She is aware that reducing any barriers to children's learning helps them to make swifter and more consistent progress in their learning and development. Teaching is typically matched to children's age and stage of learning and helps to build on their knowledge and skills. The childminder understands that making improvements in her partnership working and professional development will support her to close gaps in all children's learning. The childminder understands that every child's needs differ. She

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Inclusion Needs attention

recognises that some children's learning and development are best measured and celebrated in smaller steps. The childminder has an inclusive culture where all children and their families are valued. Children learn how others have differing abilities and needs.

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Leadership and governance Needs attention

The childminder demonstrates an overall understanding of the strengths of her provision. However, she does not typically source focused professional development opportunities to improve her knowledge and skills to support children in the areas they need it most.

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Leadership and governance Needs attention

The childminder has supportive relationships with parents and carers. However, she does not consistently have the discussions needed to ensure they have a clear understanding about how best to support their children's learning. The childminder does not always develop relationships with other professionals involved in children's care and learning. This hinders the consistency of approaches to how children learn. The childminder understands how improving partnership working and focusing her professional development more incisively will enhance her practice and benefit children's outcomes.

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Leadership and governance Needs attention

The childminder is knowledgeable about how children develop, which means that she understands children's age and stage of learning. She plans teaching that generally meets children's learning needs and helps them to make typical progress. The childminder is well respected in the local area and community, and parents are grateful for her support.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

The childminder has appropriate understanding of how children develop and learn and how to build on what they know and can do. However, she does not focus her own learning to develop clear strategies to close emerging gaps in children's learning more quickly. The childminder does not prioritise partnership working to enhance children's experiences and to promote consistency of their care and learning.

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What it's like to be a child at this setting

Children feel safe and secure in the childminder's care. Interactions are sensitive and caring and help to build children's confidence and self-esteem. Children learn to share, make friends and enjoy their time together. Teaching is typically appropriate for children's age and stage of learning. It takes account of children's different starting points and helps them to develop knowledge and skills in readiness for the next stage of their education and life.

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What it's like to be a child at this setting

The childminder knows children well, and they develop close relationships. Children and their families feel valued and supported in their individual circumstances. The childminder has a flexible approach that supports parents and carers to help children attend well. The childminder uses children's interests to engage their attention, supporting learning in different areas. Children learn and play inside and outdoors and enjoy access to age- appropriate and varied resources.

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What it's like to be a child at this setting

The childminder helps children to develop independence in their self-care and learning. She is a positive role model for children and is clear in her expectations. Children understand and meet these expectations, listen carefully and follow instructions. They learn why boundaries and rules are in place and behave well. Children begin to understand how their actions affect others. They know that some of their friends need more support to play and learn.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

develop procedures for partnership working with parents and carers, staff at other settings that children attend and other external professionals to ensure a collaborative approach to support all children's care and education 10/03/2026

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Action Completion Date

focus professional development, enhancing knowledge and skills to support children in the areas they need it most 10/03/2026

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this inspection

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. Registered person: Littlechild, Lisa Victoria

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About this inspection

Operating hours: Monday,Tuesday : 08:00 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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 .

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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