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

The childminder provides a warm, homely learning environment and a curriculum that is based around children's individual needs. She gets to know the children and their families well and plans a programme of activities she knows will interest children and build on their learning and development. Children make good progress from their starting points.

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The provision is good

Parent feedback shows they value the service the childminder provides and that their children are happy and safe with her. Children settle quickly into the childminder's routines and they behave well. The childminder is a positive role model and she has high expectations of all children. She consistently reminds children to use good manners and to be kind to everyone. Children develop their independence and self-help skills effectively. For instance, they tidy up the toys after using them, demonstrating care for their environment. The childminder encourages children to ask for help from their peers when they need support. This supports their confidence and developing social skills.

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The provision is good

Children enjoy spending time with the childminder and the activities they take part in while in her care. They like sitting with the childminder and looking at photos taken at special events and trips. They recall their past experiences and talk about them confidently.

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need to do better?

n Children enjoy nutritious snacks and meals that they help to prepare. In addition, children have opportunities to grow their own fruit and vegetables in the childminder's garden. This helps to expand their understanding of healthy foods and where food comes from. n The childminder regularly accesses online training to help her to meet children's individual needs. She also maintains mandatory qualifications, such as paediatric first aid. The childminder tailors her training to have the most benefit. For example, she has updated her understanding of how asthma affects children, to support her in providing the best possible care outcomes for children. n The childminder is keen for children to leave her setting ready for school and encourages their independence from an early age. She has spent time volunteering, for instance, in a local school to experience first hand the skills children need for school life. The childminder shares a transition report with

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need to do better?

teachers, and teachers visit the childminder's home, helping them to gain a good developmental view of the child. n The childminder demonstrates good hygiene practices and helps children to learn when and how to wash their hands thoroughly. She explains to children, step by step, how to wash each finger and up to their wrists. This helps to foster

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need to do better?

25 November 2024 children's self-care skills from an early age. n The childminder fosters a love of books and children choose to look at books independently throughout the day. During storytime, she uses props and resources to bring stories alive. For example, when reading about fruit and vegetables, children are encouraged to feel and smell real food items. This supports their understanding. n The childminder regularly takes children on outings to the local park and the forest and to community events, such as a recent scarecrow festival. The childminder talks to children about road safety when she walks with them in the street. These experiences help children to keep themselves safe and to gain confidence in social situations. n The childminder encourages children to do things for themselves. For example, they dress themselves and use safe knives to cut fruit and pour their own water from the dispenser at snack time. This helps children to develop good

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need to do better?

independence. n The childminder models the use of language well and introduces new vocabulary instinctively. For example, children learn that the flowers in the garden have 'wilted'. She narrates children's play and gently reinforces the correct pronunciation of words. However, at times, the childminder does not give children time to process and respond to questions she asks. This does not consistently support the development of children's language skills. n Parent partnership is strong. The childminder works collaboratively with parents and provides them with regular updates about their children's ongoing progress. She shares ideas of how they can further support their children's learning at home. This helps parents to be fully involved in their child's learning.

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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 use a wider range of effective strategies to help children to develop their language skills further.

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Setting details

Unique reference number EY330566 Local authority Lancashire Inspection number 10359875 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 6 Number of children on roll 9 Date of previous inspection 17 December 2018

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Information about this early years setting

The childminder registered in 2006. She lives in Preston. She operates all year round, from 8.15am to 5.30pm Monday to Thursday, except for bank holidays and family holidays. The childminder offers the government funded places for childcare.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and the inspector carried out a joint observation during snack time. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

25 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

25 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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