Benton, Nicola Michelle

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 form strong attachments with the childminder. She provides a warm and friendly welcome on arrival, which helps children to feel safe and secure. The childminder is calm and nurturing when she responds to children's individual needs. For example, she gets down to the children's level and provides reassurance when needed. This helps children to feel emotionally secure in her care. The childminder provides a well-balanced curriculum that is built on children's interests. For example, the childminder extends children's fascination with animals in the garden. She helps children develop their understanding about living things. Children carefully stroke the baby guinea pig and learn that it needs to return to its mother for warmth and food. This sparks children's curiosity and supports their learning and development.

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The provision is good

The childminder provides a carefully sequenced and effectively planned curriculum. She regularly provides opportunities for children to be independent. For instance, children develop their creativity as they use pens, pencils, glue and collage materials to create impressive pieces of artwork. They show pride in what they do and receive glowing praise from the childminder in recognition of their achievements. This helps to raise children's self-esteem.

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The provision is good

The childminder has high expectations for children's behaviour. Children are very well mannered and respectful of their environment. They use manners consistently well and they work together to tidy up for the next activity. Children interact well with the childminder. She clearly has a warm relationship with the children, who respond well to the positive and happy atmosphere.

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need to do better?

n The childminder develops children's listening and concentration skills when they read stories and sing during group time. Children listen with excitement and intent, joining in with actions, rhymes and repeated language. The childminder reads with enthusiasm and this sparks children's love of books. Children confidently share what they remember about the story and eagerly anticipate the next part. n Partnerships with parents are strong. The childminder ensures she gathers information from parents about their children's interests and individual children's needs. The childminder implements flexible routines that enable her to meet children's personalised care routines. Parents speak highly of the childminder and comment on how their children are settled and making good progress. Parents feel communication is good and they receive daily updates on their child's routine and activities. The childminder talks to parents and makes

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need to do better?

referrals if children need additional support.

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need to do better?

17 September 2024 n On the whole, the childminder supports children to develop their communication and language skills effectively. For example, she talks to children about what she sees them doing and encourages them to enter into conversations. That said, the childminder does not consistently model the correct pronunciation of words to enhance children's communication skills further. For example, she sometimes repeats words that children use, such as 'piggy', rather than modelling the correct pronunciation. On these occasions, children's speaking skills are less effectively supported. n The childminder supports children to develop their self-care skills. For instance, she provides activities for children to practise how to brush their teeth. This contributes to their understanding of oral health. Children develop good hygiene routines. They wash their hands following a well-rehearsed sequence, such as

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need to do better?

adding soap, then washing and drying their hands. Children learn the importance of maintaining good hygiene routines. n The childminder has developed positive links with other childminders in the local area. She encourages children's personal and social skills through their visits and outings with other childminders and their minded children. The childminder supports young children's emotional resilience by explaining who visitors are when children are initially wary. Her reassurances and interactions help to settle children more quickly, and they accept others into their play. n The childminder supports children's physical development well. For instance, she provides children with activities outdoors to help develop the muscles in their bodies. Children smile and show enjoyment as they climb and crawl across a climbing frame. The childminder provides opportunities for children to manage risks safely. For example, children climb up the tower of a pirate play ship and

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need to do better?

cheer when they reach the top. When children do this, the childminder supports children's safety, reminding them to carefully climb back down one step at a time. Children are mindful of their own and each other's safety.

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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 help children to learn the correct pronunciation of words from a young age in order to extend their communication and language skills further.

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Setting details

Unique reference number EY437816 Local authority Blackpool Inspection number 10237329 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 9 Date of previous inspection 26 October 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Blackpool. She works together with a regular assistant each day and has a bank of three other registered assistants who work with her occasionally and at different times. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year- old children. The childminder holds an appropriate childcare qualification at level 3 and her regular assistant holds an appropriate qualification at level 3.

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Inspection activities

n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector carried out a joint observation with the childminder. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning.

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Inspection activities

17 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

17 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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