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

All children are happy and confident in this home-from-home setting. The childminder and her assistants have strong bonds with children and know them well. They have high expectations for children's behaviour and development and are a good role models. All children, including younger toddlers, understand the rules set by the childminder and respond to clear instructions. For example, when they hear the tidy-up song, all children begin to tidy up as they cheerfully sing along to the song. Children share their toys with ease and are well mannered towards the childminder, her assistants and each other. All children, including younger toddlers, behave very well.

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The provision is good

This experienced childminder is passionate about providing good-quality care and learning experiences. She has a secure understanding of how children learn and uses this knowledge to plan a well-sequenced and ambitious curriculum. Children benefit from extended periods of uninterrupted play and are given time to explore the variety of resources. The childminder and her assistants add in teaching at appropriate times to extend on what children already know and can do. For example, during water play, older children discuss how the water comes from the tap. The childminder introduces new vocabulary such as 'flowing' and 'pressure'. All children make good progress and develop skills for their next stage of learning.

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The provision is good

The childminder ensures that children have the skills they need to be independent learners. For example, children are positively encouraged to take care of personal needs. They learn to dress themselves and put their shoes on ready for outdoor play. Children are developing the skills to help prepare them for the transition to school.

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need to do better?

n The childminder promotes early mathematics. She skilfully weaves counting into everyday activities. For instance, she encourages children to count how many pieces of apple they have for snack. The childminder challenges children further as they count the total number of apple pieces by asking them the number if they add one more. This supports children to gain a good understanding of early mathematics to prepare them for their next stage of learning. n The childminder and her assistants regularly read books with children. Children show they have remembered them as they use language from stories and sing rhymes in their play. For example, during water play, she skilfully introduces toy ducks. Children, including toddlers, enthusiastically start to sing their favourite rhyme. These experiences help children develop a love of stories and build on their early literacy skills very well. n The childminder talks to children about what they are doing as they play. The

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need to do better?

13 September 2024 childminder asks questions to help extend children's learning. However, she does not consistently give children time to think and respond. At these times, children's communication and language skills are less well supported. n Children gain an awareness of what contributes to a healthy lifestyle. The childminder helps them to understand about healthy food options and to form good hygiene habits. For example, they wash their hands after playing outdoors and after toileting. The childminder supports children's developing independence well. n The childminder provides plenty of opportunities for children to learn about the community in which they live. She provides children with a range of different experiences in the local community to teach them to understand the world. For example, children learn about festivals, such as Eid and Diwali, within the community. They attend the homes of their friends and learn about traditional

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need to do better?

food and dress. The childminder extends children's social experiences. Children attend playgroups, visit local shops and care homes for the elderly. This gives children an opportunity to interact with people from all walks of life. n The childminder ensures that she supervises her assistants appropriately. The childminder asks them for their ideas for children's activities and areas of provision that can be improved further. The childminder's assistants say they are happy working at the setting. They say that they have good communication with the childminder and that she makes sure that any difficulties are addressed appropriately. This ensures that children experience meaningful learning opportunities and that the adults continue to work together as a team. n The childminder works effectively with parents and carers from the start. Parents contribute to children's progress reviews. They appreciate the frequent guidance

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need to do better?

that they receive from the childminder and the assistants to enable them to further support their children's learning at home.

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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 improve questioning techniques so that children have time to think and respond to questions to further support their early communication skills.

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Setting details

Unique reference number EY437498 Local authority Lancashire Inspection number 10350925 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 12 Number of children on roll 11 Date of previous inspection 14 September 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Preston, Lancashire. She works with her daughter, who is her co-childminder, and is registered to work with an assistant. The childminder holds a childcare qualification at level 3. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder carried out an activity and evaluated this with the inspector. n The inspector spoke to the childminder, her assistants and the children at appropriate times during the inspection. n The childminder talked to the inspector about how she organises her provision and the curriculum while the inspector viewed the premises. n The childminder shared written feedback from parents with the inspector. 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

13 September 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

13 September 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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