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 Not applicable

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The provision is good

The childminder provides a nurturing, home-from-home environment that helps children to feel safe and secure. She forms strong, trusting relationships with children which helps to promote their emotional well-being. Children are confident to share their opinions with the childminder and clearly express their wants and needs. The childminder has firm boundaries in place to support behaviour. She teaches children how to share, wait their turn and support one another. Children behave very well and understand what is expected of them.

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The provision is good

Overall, the childminder implements a curriculum that is ambitious for all children. Communication and language development are particularly strong. The childminder engages children in high-quality, purposeful interactions. She introduces a wealth of new vocabulary, such as 'guava', 'antelope' and 'aubergine'. Children copy the words and then use them in their play. The childminder speaks clearly and repeats words and sentences back to children to help with their pronunciation. Children eagerly engage in back-and-forth conversations with the childminder and their friends. They talk about a range of topics, including things they remember from the past, such as activities and experiences. Children are confident communicators who are well prepared for the next stage of learning.

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need to do better?

n The childminder has a good understanding of the different ways that children learn. Overall, she uses her knowledge to plan a broad curriculum that helps children to build on what they already know and remember. However, she has not considered how to adapt her curriculum for most-able children, to extend their learning further and help them engage more purposefully. n The procedures for monitoring children's development are robust. The childminder is knowledgeable and swiftly identifies any gaps in children's learning. She implements targeted support and strategies to help children who may be at risk of falling behind. All children make good progress from their starting points. n Children explore books and have a range of props to interact with. The childminder reads clearly and slowly, stopping to offer explanations and test out children's understanding. Children act out parts of the book they enjoy and are

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need to do better?

keen to discuss their thoughts and opinions. This helps to develop children's love of books and promotes their early literacy skills. n Children are developing good levels of independence. They learn to put on their own shoes and wash their own hands after using the toilet. Children use safety knives to prepare their own snack, carefully cutting up fruit and threading it onto skewers. They confidently try new fruits and comment on their appearance and texture. Children are developing some of the skills needed for school.

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need to do better?

25 July 2024 n Children have a lovely attitude to learning. They are keen and motivated to try the activities on offer. Children concentrate intently as they carefully thread beads on to a string. They very skilfully master the art of swapping hands to pull the beads through. Children demonstrate determination and perseverance in their learning. n The childminder supports children to learn about the different things that keep them healthy. She provides healthy snacks and encourages children to drink lots of water. Children have daily access to the outdoor area. They learn about the importance of washing their hands to remove germs after using the bathroom and before eating. However, the childminder does not always encourage children to wash their hands after wiping their own nose. This hinders the messages children receive about hygiene routines. n Partnerships with parents are strong. The childminder works with parents closely

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need to do better?

when children first start to find out what they already know and can do. She provides parents with updates about children's development and next steps so that parents can extend learning at home. This helps children to experience a consistent, well-rounded education. n The childminder takes children on trips to the local community. Children enhance their literacy development when visiting the library and practise their physical skills in the park. The childminder takes children to the local supermarket to choose ingredients to prepare their meals. She introduces them to new people which broadens their understanding of others and develops their social skills. n The childminder has a robust programme of professional development in place. She accesses targeted training that helps her to strengthen her knowledge. The childminder has strong links with other local childminders. They work together to observe one another and share good practice. This helps her to provide a

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need to do better?

consistently good quality of education for children.

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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 adapt the curriculum further for most-able children to extend their learning and help them engage more purposefully n provide children with more consistent messages about good hygiene procedures, particularly after they have wiped their own nose.

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Setting details

Unique reference number 2673920 Local authority Lancashire Inspection number 10350638 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and is situated in Chorley. She operates Monday to Friday from 7.30am to 6pm all year round. The childminder 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 provision. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to the inspector during the inspection. 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 childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

25 July 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

25 July 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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