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

Children are happy at this nurturing setting. They receive an abundance of cuddles from the childminder, whom they have built loving bonds with. The childminder recognises when children may need extra reassurance and provides this through her warm interactions with them. Children feel safe and secure.

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The provision is good

The childminder provides children with opportunities to broaden their understanding of the world around them. Children excitedly fill their watering cans. They eagerly water the vegetables that they have been growing outside. The childminder reminds children about how they planted the seeds and encourages them to recall the names of the vegetables. The childminder explains that the vegetables will need sunlight and water to grow. Children enthusiastically talk about how they will cook their produce and eat it once it is ready to be picked. All children access a broad curriculum and make good progress in their development.

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The provision is good

The childminder supports children to follow the routines and expectations of the setting. As the music plays at tidy up time, she praises children and models how to put things away. The childminder reminds children of how to take care of their toys. Children behave well and show respect for each other and for the resources in the setting.

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need to do better?

n The childminder knows children well. She plans activities linked to children's interests and considers how to promote children's learning across all aspects of their development. However, at times, the childminder does not always take into account what children already know and what she wants them to learn next. This means that, occasionally, activities do not effectively build on children's prior knowledge and skills as well as they could. n The childminder has a secure understanding of how to build children's understanding of mathematics. She introduces mathematical vocabulary into children's play. The childminder encourages children to practise using their mathematical skills in different contexts. For example, as children look at a book, the childminder asks them to count the mice in the illustrations. She models counting as children climb up steps. Children make good progress in their mathematical development.

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need to do better?

n As children play, the childminder engages them in two-way conversations and asks questions to extend their thinking. For example, as children draw a picture of a pond, she asks them which animals live in water. As children draw tadpoles, the childminder asks them further questions, such as what the tadpoles will become as they grow. This supports children to make connections in their knowledge and promotes positive attitudes to learning.

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need to do better?

20 June 2024 n The childminder supports children to create their own patterns in music making. For example, as children play with musical instruments, the childminder encourages them to create a range of different rhythms. She extends this experience further by repeating the rhythm back to them. These creative experiences are used well by the childminder to promote children's learning across many areas of their development. n The childminder is knowledgeable about how to effectively support children who speak English as an additional language. She ensures that children are immersed in a language rich environment and provides opportunities for them to hear their home language being spoken at the setting. Children who speak English as an additional language quickly gain a wide vocabulary in English. They rapidly gain confidence in speaking with the childminder and with their friends. n The childminder uses additional funding, such as early years pupil premium

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need to do better?

funding, to meet children's individual needs. She works in partnership with parents, and with her co-childminder, to identify key aspects of children's development that they may need support with. She uses the funding to target their learning in this area. This helps to ensure that all children make good progress from their starting points. n Children are supported well to learn how to meet their own personal needs. The childminder teaches children how to wash their hands thoroughly after using the toilet and before mealtimes. She encourages children to use cutlery when eating and to put their own shoes on as they prepare to go outside. The childminder provides effective support to children who are learning to use the toilet. Children are becoming confident and independent.

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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 further strengthen the quality of the curriculum by ensuring that planned activities consistently build on children's prior knowledge and skills.

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Setting details

Unique reference number EY492024 Local authority Lancashire Inspection number 10339400 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 7 Date of previous inspection 31 July 2018

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Information about this early years setting

The childminder registered in 2015 and is located in Oswaldtwistle, Lancashire. She operates from the home of a co-childminder, whom she works alongside. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder spoke to the inspector about children's learning and development. n The inspector spoke to children, to find out about their time at the setting. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector.

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Inspection activities

20 June 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

20 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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