McClelland, Susan Patricia

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 provides children with a friendly, nurturing and homely environment. She has developed close bonds with the children, including children with special educational needs and/or disabilities (SEND). The childminder is passionate about the care and learning she provides. She carefully considers how to help new children settle, adapting her approach to meet the needs of individual children. This helps new children settle rapidly and develops their emotional security.

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The provision is good

The childminder is in tune with children's individual capabilities. When children start at her setting, she asks parents to provide information about children's interests and existing knowledge and skills. This enables her to build an effective curriculum based on what children need to learn next. Children make good progress from their starting points. The childminder plans activities that children enjoy. Activities are targeted to reflect their individual learning needs. Children demonstrate high levels of motivation as they maintain focus for extended periods.

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The provision is good

Children show a strong sense of belonging. The childminder helps children to develop their social skills effectively. She is a good role model. She demonstrates sharing, taking turns and being polite. For example, some children become frustrated when they struggle to reach their chosen book from the shelf. Another child reaches for the book and hands it to their friend. Children behave well and are kind to each other.

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need to do better?

n The childminder places a strong focus on children's personal, social and emotional development. For example, when children become upset or overwhelmed, the childminder encourages them to choose from a range of 'emotion faces' displayed next to a mirror. This enables children, including children with SEND, to communicate to the childminder how they are feeling. Children are learning to understand, manage and regulate their emotions. n The childminder uses mathematical language to describe shapes. For example, during an activity using different-shaped bricks, the childminder asks children to find a 'round' wheel and a 'cylinder'. Children learn to count and recognise numbers. Children are developing an early understanding of mathematics. n In the main, the childminder supports children's growing communication and language skills well. For example, she teaches children new vocabulary and listens to them with interest. However, she does not provide children with

p.2

need to do better?

enough time to think and respond to questions. This means that children's communication and language skills are not always supported as well as they could be.

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need to do better?

3 June 2024 n Children have many opportunities to spend time outdoors and be physically active. They demonstrate high levels of concentration as they develop their small muscles. They use small spades and trowels to pour soil into plant pots in the garden. Children enjoy activities where they can raise their heart rate and develop their large muscles. For example, children enjoy running around and climbing the steps to go down the slide. Children are making good progress in their physical development. n The childminder provides the children with a wide range of interesting activities. Children enjoy visits to the local care home, where they join in activities with the residents. Furthermore, children learn about similarities and differences. They relish visits in the local community, where they learn about diverse cultures and religions. Children are learning about the wider world around them and preparing for life in modern Britain.

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need to do better?

n Children enjoy daily trips to the childminder's other wraparound setting. They socialise and have their tea with the older children. Children learn to interact with others and develop their social skills in larger groups, in preparation for school. n Children are developing an awareness of healthy lifestyle habits. They learn how to keep their teeth healthy and benefit from healthy and balanced meals. However, at times, children touch and eat food before washing their hands. Therefore, children are not consistently encouraged to follow good hygiene practices. n Parents comment on how supportive the childminder is, especially in relation to how she uses the information given during settling-in sessions to ensure their children settle quickly. n The childminder is committed to her professional development. For example, she regularly attends the local authority forum meetings and completes online training to improve her practice. This helps her to evaluate and strengthen her

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need to do better?

practice continuously to ensure the best outcomes for all children.

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 help children follow good hygiene routines, particularly in relation to hand hygiene, and help them make links between good hygiene and good health n give children time to think, consider and formulate a response so they can share their thoughts and ideas.

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Setting details

Unique reference number EY463714 Local authority Blackburn with Darwen Inspection number 10218131 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 2 Date of previous inspection 20 January 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Darwen, Lancashire. The childminder holds early years professional status. She operates Monday to Friday, from 7am to 6.30pm, all year round except for bank holidays and family holidays.

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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 showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n Children interacted with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The inspector spoke to parents and took into account their perspective on the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

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

3 June 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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