Mulliner, Rebecca Jane

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 childminder has created a homely and welcoming environment. All children, including children with special educational needs and/or disabilities (SEND), settle well and form secure attachments with the childminder. She is responsive to children's needs, such as when they are feeling tired or unwell. Children regularly check in with the childminder for cuddles. For example, when they wake up from a sleep, they are comforted until they are ready to play. Older children show high levels of confidence as they introduce themselves to visitors, telling them their names. The childminder shows genuine care, and her affectionate interactions help to boost children's well-being and sense of security.

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The provision is good

The childminder identifies any gaps or emerging concerns in children's learning and development. She works well with parents and other professionals to support all children, including children with SEND. This means that children receive continuity of care and learning and their individual needs are met.

p.2

The provision is good

The childminder is a good role model, and children behave well. Children follow adult instruction and routines well. Children share resources and tidy them away once they finish with them. The childminder knows it is important for children to learn about differences between themselves and others. For example, older children speak about not sharing certain foods as other children have allergies and can become unwell. This supports children's personal, social and emotional development effectively.

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need to do better?

n The intention for children's learning is generally well thought out and sequenced. The childminder supports children to become confident and curious learners. However, group-time activities do not always meet the learning needs of all children effectively. For example, during a painting activity, the childminder split the children up into pairs and gave most of her attention to older children. Therefore, at times, the childminder does not consistently offer the same learning opportunities to all children. n Parent partnerships are strong. The childminder shares information about children's learning effectively with parents. She listens to parents and makes suggestions about how they can extend their children's learning at home. Parents say that this helps them to support their children to build on their skills. Furthermore, the childminder has procedures in place to communicate with other practitioners should a child attend more than one setting. Effective

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need to do better?

partnership working with parents and professionals creates consistency for children. n Children make very good progress in their communication and language

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need to do better?

5 October 2023 development. For example, when young children make early attempts at saying words, the childminder encourages this by repeating what they have said back to them. Furthermore, the childminder brings mathematical language into older children's play. For example, as children drink, she talks about the cups being 'tall', 'short', 'empty' and 'full'. n Children have multiple opportunities to develop their physical skills. They use tools with good control and are confident in feeding themselves. Babies who are not yet walking are encouraged to explore the environment and pull themselves up on furniture, which helps to develop their large muscles. Therefore, all children make good progress in their physical development. n The childminder encourages children to become independent throughout their time in her home. For example, older children attend to their own toileting and personal care needs. In addition, the childminder encourages younger children

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need to do better?

to have a go at washing their hands and is nearby if they require support. All children are developing skills in preparation for school. n The childminder is reflective of her practice. She continues to review her knowledge and skills. The childminder plans regular opportunities to attend training or carry out her own research. This helps her knowledge of child development to continue to improve over time.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a strong understanding of the safeguarding issues that may affect children in her care. She knows how to report any concerns to the appropriate authorities. The childminder knows what action to take in the event of an allegation being made against an adult and attends training to keep her knowledge and skills up to date. The childminder carries out regular risk assessments to ensure the safety of children in her home and out in the community.

p.3

should:

n improve the organisation of small-group activities to enable younger children to actively contribute and learn alongside their older peers.

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Setting details

Unique reference number EY298226 Local authority Lancashire Inspection number 10301491 Type of provision Childminder

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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 9 Date of previous inspection 29 January 2018

p.4

Information about this early years setting

The childminder lives in the Slyne area of Lancashire and registered in 2004. She operates all year round, from 8am to 5pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3.

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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 setting. n The inspector carried out a learning walk with the childminder. They talked about the curriculum and what the childminder wants children to learn. n The inspector carried out a joint observation with the childminder. n The inspector spoke to parents about their views on the childminder. n The inspector viewed a range of documents, including parents' testimonials and the childminder's first-aid certificate.

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Inspection activities

5 October 2023 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

5 October 2023 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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