Chimejczuk, Tracy

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 is extremely caring and sensitive towards the children. She provides warm and inviting play spaces where children can independently access the toys and resources. Children new to the setting settle well. They quickly form close bonds with the childminder and are beginning to form friendships with their peers. The childminder finds out what children can do from parents as they start at the setting. She continues to observe children's development carefully and plans a curriculum that builds over time and is linked to children's interests. This helps to ensure they are ready for their next stage of education.

p.2

The provision is good

The childminder has high expectations of children's behaviour. She sensitively helps children to take turns and share toys. Through a gentle approach, children are learning to respect boundaries and understand the importance of taking care of one another.

p.2

The provision is good

The childminder plays alongside the children and models how to correctly hold smaller objects to gain better control. Children smile as they shake and tap musical instruments to their own rhythm. Children use their creative imaginations to explore ideas through fantasy play. Younger children carefully hold dinosaurs and make noises as they stomp through a dinosaur land made of different cereals. The childminder responds well to these babbles and gestures as the younger children learn to communicate. Older children are encouraged to name dinosaurs from detailed descriptions provided by the childminder. This supports children to develop a wider range of vocabulary.

p.2

need to do better?

n Children learn to accept the needs of others as the childminder regularly talks to children about how they feel and gives them opportunities to help others. For example, the childminder asks a child if they could swap musical instruments so a younger peer could join in an activity. Children show their positive attitudes and behaviour when they instantly swap to ensure their younger peers' involvement. n Communication and language development is a particular strength of the well- planned curriculum. The childminder sensitively models the correct pronunciation of words to children to support their developing speech. For example, she sits at the children's level so that they can see her mouth movements. Younger children are introduced to ambitious words such as 'crunchy' and 'sticky'. This helps all children make good progress with their language development. n Children form strong bonds with the nurturing childminder. They are keen to

p.2

need to do better?

involve her in their play. Overall, the childminder's questioning encourages children's thinking skills as they lift dinosaurs to a safe place with a helicopter

p.2

need to do better?

16 October 2024 rescue hook. However, on occasion, the childminder uses closed questions during children's play. This does not give children the time and space they need to think and results in them giving single-word answers. n Children are encouraged to develop a love of reading. The impact of the curriculum is demonstrated as children look at books and retell stories linked to their play. The childminder reads a dinosaur book and uses vocabulary of size and shape. Early writing opportunities are plentiful, as children practise making marks on a large roll of paper. Children develop their small-muscle skills by regularly accessing small items to pick up and manipulate ahead of mastering pencil control. n The childminder is clear about how to support children's developing physical skills. The environment is well organised to allow babies to crawl around furniture. Babies are provided with support to help them to stand, and they also

p.2

need to do better?

enjoy using low-level furniture to pull themselves up to a standing position. The childminder provides motivation to encourage them to stand and reach for objects. This helps them to make good progress, practising and refining their physical skills and strengthening their large-muscle skills. n Partnerships with parents and carers are effective. There is a collaborative approach to information-sharing, and parents contribute to development of next steps at home. Parents compliment the family approach created by the childminder and how children feel safe and happy in the setting. The childminder shares ideas on how parents can support children's development further, for instance sharing information on speech and language development activities and local support groups. This helps to create a continuous approach between the setting and home. n The childminder is highly reflective of her practice and networks with other

p.3

need to do better?

childminders to share ideas and keep her knowledge up to date. Training is sharply focused and directly impacts on the quality of education for children. For example, behaviour training has equipped the childminder to better support children to regulate their own feelings.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n expand further on children's communication and language development, ensuring that they have time to think and respond to questions so that they can explain what they know and understand.

p.3

Setting details

Unique reference number 2757646 Local authority Lancashire Inspection number 10349532 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in November 2023 and lives in Oswaldtwistle, Accrington. She operates all year round except for bank holidays and family holidays. The childminder provides funded early education for children aged from nine months to four years.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

16 October 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

16 October 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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