Anthony, Charlene

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

Nature and outdoor learning are at the heart of this setting. The childminder provides an exciting array of activities and resources to keep children of various ages busy while learning. Children benefit from an intriguing outdoor environment where they can grow fruit, vegetables and flowers. This helps them to learn about nature. The childminder is intuitive to children's individual needs. For example, she provides a cosy cabin for them to have peaceful rests. The calm, yet busy, learning spaces support children to be curious and inquisitive. Children are confident and enthusiastic learners. They thoroughly enjoy their time with the childminder.

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The provision is good

The childminder forms respectful and trusting relationships with children and parents. She gains a deep insight into children's routines, preferences and stages of development early on. This enables her to skilfully use children's interests to plan a fun and creative curriculum. This also ensures that children settle quickly when they begin at the setting. Children make lots of progress in their learning and development. As a result, they are fully prepared for their next stage in learning. Children are safe and secure in the childminder's care, which helps them to develop a good sense of belonging.

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need to do better?

n The childminder reviews and reflects on her setting frequently. She attends local authority training and seeks support and advice from early years professionals. Due to her commitment to professional development, children benefit immensely from her knowledge and expertise. n The childminder values working in partnership with other professionals. For example, additional money is used to work with a play therapist to support the children in her care. The childminder works extremely hard to meet the needs of children with special educational needs and/or disabilities (SEND). For example, she undertakes a wealth of training and carries out a range of research to help her provide a fully inclusive environment for children. This gives children with SEND the best start in their early education. n The childminder knows the children very well. She builds on their individual needs to deliver a clear and effective curriculum. The childminder uses her

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need to do better?

knowledge of child development to assess and plan appropriate next steps. This approach ensures all children make good progress. n Outings are planned based on children's individual needs, which helps them to gain skills and knowledge in relation to their next steps. For example, children benefit from opportunities to go to the play centre, sensory play time and other local places. This helps them to develop their social skills. The childminder ensures that children get the opportunity to socialise with others different to themselves by joining in local groups.

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need to do better?

2 July 2024 n Communication and language development are supported through routines and activities. The childminder talks clearly and repeats and models words effectively so that children hear the correct pronunciation. Children enjoy singing songs together with the enthusiastic childminder. The childminder has also created 'communication friendly spaces' to support children's language development. Children are keen communicators. n Children enjoy looking at books independently and with the childminder. The childminder points out words to older children and uses props. However, at times, the organisation of activities does not fully promote children's engagement and participation. For example, children are not always supported to know and understand what is expected of them during story time. This has an impact on children's ability to maintain focus. As a result, children do not benefit from the daily opportunities to embed and maximise their learning.

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need to do better?

n Parents are happy with the service provided by the childminder. They receive regular updates on their children's progress and development. Parents comment on the progress their children have made and how settled their children are with the childminder. n The childminder uses a variety of methods to ensure parents get the information and support they need. She works closely with parents to ensure that meaningful opportunities for children can be planned. For example, the childminder created a birdwatching platform so children can take part in birdwatching activities. This idea, which has been shared with parents, strengthens children's learning.

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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 organise daily routines to help children fully engage in the learning experiences offered.

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Setting details

Unique reference number EY463650 Local authority Lancashire Inspection number 10347053 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 8 Date of previous inspection 15 August 2018

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Information about this early years setting

The childminder registered in 2013 and lives in Lostock Hall, Preston. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She provides funded education for two-, three- and four-year- old children. The childminder holds an early years qualification at level 6 and early years professional status.

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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 together they discussed the safety and suitability of the play areas. n The childminder and inspector discussed how the childminder organises the early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. n The inspector observed the interactions between the childminder and children. 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

2 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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