Holgate, Rosemary Jane

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

p.1

The provision is good

The childminder offers a warm and engaging environment that is safe and appealing for children. Children form strong bonds with the childminder and thoroughly enjoy her company. The childminder teaches children independence skills in her home. For example, they learn to wash their hands before snack and inform the childminder when they need the toilet. Children happily explore resources that follow their interests and support their learning and development. For example, the childminder provides sorting activities that are linked to colours and number and models the relevant language clearly. This supports children to make timely progress with their communication and early mathematical skills.

p.2

The provision is good

Children behave very well and show a good awareness of the childminder's house rules, which is further supported by the well-established routines in place. Young children learn new words such as 'please' and 'thank you', as well as sharing and taking turns. Children develop good language skills for their age. For example, all children have independent access to books and read with the childminder. They point to pictures and identify an 'elephant' and 'trees'.

p.2

The provision is good

The childminder plans activities to help children learn about the natural world. For instance, children enjoy trips to parks and the zoo. The childminder shares pictures of activities with parents and regularly updates them about their children's well- being and development. Parents see the good progress their children are making with the childminder. They value the creative activities she plans and the experiences children gain in her care.

p.2

need to do better?

n Children's interests are at the heart of the childminder's practice. The childminder engages well with children and supports their learning during their chosen activities. For example, children delight at scooping different-coloured foam from containers and transporting it to a water tray. The childminder suggests that they wash their hands in the water before coming to collect more and enhances the area with other resources. As a result, children maintain interest and are motivated to play and learn. n The childminder interacts well with children during play. For example, she helps children to develop their fine motor skills as they complete sorting activities. However, the childminder does not always provide opportunities for children to practise and refine their skills, in order to support their understanding. Occasionally, this means that children do not make the progress that they are capable of.

p.2

need to do better?

n The childminder keeps mandatory training up to date, such as safeguarding training. She seeks support from the local authority's early years team and

p.2

need to do better?

15 November 2024 attends network meetings to keep her knowledge updated. The childminder completes training to improve her knowledge and skills. The childminder follows effective procedures to protect and promote children's welfare. She conducts risk assessments and teaches children the importance of keeping themselves safe. For example, they regularly learn road safety on outings. n The childminder helps children with their personal care needs in a timely manner. She is respectful and encourages children to identify when they need the toilet or their nappy changed. The childminder supports children's independence skills, such as washing their hands, dressing in waterproof clothes and putting on their own wellington boots. Children demonstrate good independence skills. n The childminder plans activities that support children to explore early mathematical skills. For example, children enjoy counting different-coloured

p.2

need to do better?

animals while they match them into the correct areas with tweezers. The childminder is patient, encouraging children to verbalise the different colours and sizes. Children are building good levels of mathematical knowledge. n Children have rich opportunities to learn about the world around them. The childminder plans interesting experiences locally and further afield, such as the zoo and children's museum. Children often meet people from other cultures in the local area. The childminder uses these experiences to teach children about cultures different to their own. n The childminder promotes children's developing speech well. She listens to children and encourages their conversation. She extends children's vocabulary by offering them words to copy and use. She extends their confidence and communication further in fun activities, such as during role play. She carefully plans for this by providing interesting props for activities. Children are becoming

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 provide further opportunities for children to practise their skills, in order to help extend children's learning.

p.3

Setting details

Unique reference number EY285242 Local authority Lancashire Inspection number 10363741 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 7 January 2019

p.4

Information about this early years setting

The childminder registered in 2004 and lives in Accrington, Lancashire. She operates all year round, from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

p.4

Inspection activities

n The childminder spoke to the inspector about their intentions for children's learning. 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 Parents shared their views of the setting with the inspector. 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 and the inspector conducted a joint observation on a planned activity.

p.4

Inspection activities

15 November 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

15 November 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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