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

Children are happy and settled in this childminder's home-from-home setting. This bubbly childminder creates caring attachments to the children. Children thoroughly enjoy cuddles and spending time with her. The childminder thoughtfully plans a welcoming environment where children access resources themselves. They roll up their sleeves and put on their shoes before going outside. This helps them to learn important independence skills. The childminder plays alongside the children, following their interests. For example, they play with farm animals together. She talks to the children and introduces new words, such as 'udder'. These opportunities help children to develop their speech and language skills.

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The provision is good

Children listen to the childminder during their play and respond straight away to her instructions. They help to tidy up before they play in the garden, and sit at the table to eat lunch. Children's behaviour is very good. The childminder is a positive role model and has high expectations for the children. For example, she encourages children to take turns and use good manners. Children are kind and caring to each other, which supports their personal and social development. The childminder plans time to be outdoors each day. Children kick footballs to score goals and play in a mud kitchen. They have many opportunities to enhance their physical skills.

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need to do better?

n The childminder creates an inspiring curriculum for all children. She plans exciting activities and outings for the children. They visit parks and woods, and use public transport. This helps to enrich children's lives and learn about the world around them. The childminder recognises the importance of developing children's personal and social skills. She takes them to playgroups so they can meet other children. The children learn important skills, such as sharing, which supports their early social and emotional development. n The childminder ignites the children's interest in books and rhymes. She skilfully uses a puppet to engage the children in listening to a story. The children enjoy regular visits the library with her to choose new books and join in rhyme time. Their literacy skills are very well supported. n Children with special educational needs and/or disabilities are well supported by the childminder. She uses assessments to identify children who do not make

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need to do better?

expected progress, and makes referrals to other professionals. She works alongside parents and specialists to ensure that children receive the additional support that helps them to move forward. Children make good progress from their starting points. n The childminder plans very well for children's physical development and provides opportunities for physically active play each day. Children kick footballs to shoot

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need to do better?

17 October 2024 goals and pour water in the mud kitchen. The childminder takes the children on walks and to local play areas. Children giggle as they join in with action rhymes. They learn balance and coordination skills. n Children are learning what contributes to a healthy lifestyle. The childminder provides a nutritious diet for the children. The childminder teaches children how to look after their teeth. She supports families to register with a dentist. This helps children to develop healthy habits. n The childminder has some effective partnerships in place. She makes good use of information from parents before children attend her setting. Parents value the support and flexibility that the childminder provides. They speak very highly of her and are delighted with the engaging activities she plans. The childminder shares daily updates with parents about their children's day and the experiences they have engaged in. This helps to ensure continuity of learning between the

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need to do better?

childminder and home. However, when it is time for children to move on to school, the childminder does not always establish relationships with all the schools children attend. This does not always provide children with that same level of continuity as they move to school. n The childminder is a reflective practitioner. She regularly gathers the views of parents through questionnaires. She is keen to develop her knowledge and seeks training to support the needs of the children she looks after. For example, the childminder is learning how to identify children who need help with communication and language. Children benefit from her individual help and make good progress.

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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 strengthen partnership working, in particular with other settings children attend, to support continuity in children's learning.

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Setting details

Unique reference number EY536258 Local authority Lancashire Inspection number 10355424 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 5 Number of children on roll 5 Date of previous inspection 28 November 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Leyland, Lancashire. She holds a relevant childcare qualification at level 3. The childminder operates her provision from 8am to 5.30pm, Tuesday to Friday, and occasional evenings and weekends. She works all year round, except for bank holidays and family holidays.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years curriculum. 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 Children interacted with the inspector during the inspection. n The inspector talked to the childminder at appropriate times during the inspection and took account of their views. n Parents shared their views of the setting with the inspector. n The inspector held various discussions with the childminder on subjects such as her professional development.

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Inspection activities

17 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

17 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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