Childminder in Lancashire

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children thrive at the setting. They have free-flow access to a well-thought-out continuous provision, both indoors and outdoors. Children are happy and confident learners. The childminder and her assistants are extremely well qualified and use their knowledge and passion to effectively support children and their families. They know what makes each child and family unique and they use their knowledge to support each child's individual learning. For example, the childminder identifies specific next steps for children and expertly weaves these into her curriculum. This supports children to progress at a rapid rate. Due to strong positive cultures and relationships with adults and children, children are able to negotiate their wants and needs effectively with the support of adults. Children's needs are consistently well met. This means children build on their emotional and physical well-being and grow as individuals.

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The provision is outstanding

Due to the exceptionally strong relationships between adults at the setting, staff are able to effectively problem-solve and adapt the way the curriculum is implemented throughout the day to support children to progress in their learning. This means that the curriculum continues to be ambitious and meet the needs of the children even when unexpected events occur.

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need to do better?

n The childminder knows the children in her care exceptionally well. For example, she is able to explain which children she would ask questions to in group time and which need one-to-one time to feel comfortable to share ideas. This allows children to grow and progress at an excellent rate and allows for them to feel emotionally secure and grounded. n Children behave exceptionally well and are able to negotiate with each other with the support of the adults. For example, when children would like more personal space, they can articulate this to their peers and others understand the request and find alternative ways of continuing play. This shows children understand the rules at the setting well and are respectful of other children and staff. n Children are given rich opportunities to work with outside providers. The childminder thinks carefully about how funding is used and considers what makes each child unique when planning for learning experiences. The

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need to do better?

childminder considers children's interests and talents to help ignite their curiosity in new experiences. For example, children engage in dance classes to build on their passion for movement. This supports children to promptly bridge any gaps in their learning and ensure that they are ready for their next stage in learning. n The childminder works in partnership with schools and the local authority to share practice worthy of dissemination. For example, she regularly attends

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need to do better?

30 August 2024 meetings in the authority to share her knowledge and works closely with others who benefit from support. This means that the childminder's knowledge is always kept up to date and children benefit from learning experiences linked to current research. n The childminder has taken on board recommendations from previous inspections and offers training and support to the assistants she employs. For example, adults attend compulsory training mandated by the childminder, as well as focused training to enhance their professional development and improve the outcomes for children. This means that they build their knowledge and skills in order to provide high-quality care for the children they look after. n The childminder works collaboratively with her assistants to share knowledge of the children in their care. They think critically and problem-solve so they can offer experiences that effectively challenge children as well as provide them with

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need to do better?

more time to work alongside adults. For example, when children find some concepts challenging, the childminder plans in tailored support and extra time to support them to achieve their next steps in learning. This means that children continue to bridge gaps and develop as learners. n The childminder works in partnership with parents to further support children's development. For example, she sends home learning to pre-school-age children. They are able to choose from a selection of games to take home which match individual children's next steps. This means the childminder is supporting children to learn even when they leave the setting at the end of the day.

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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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Setting details

Unique reference number EY500183 Local authority Lancashire Inspection number 10351147 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 16 Number of children on roll 16 Date of previous inspection 10 October 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Laneshawbridge, Colne. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds qualified teacher status and her assistants both hold a level 5 qualification in childcare. The childminder provides funded places for two-, three- and four-year-old children.

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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 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 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 talked to staff at appropriate times during the inspection and took account of their views. n The inspector carried out a joint observation with the childminder. n Parents and/or carers shared their views of the setting with the inspector. n The childminder showed the inspector the premises and discussed how they

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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

30 August 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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