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 Not applicable

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The provision is good

The childminder has a very caring and nurturing nature that instantly provides children with comfort and support when needed. They receive lots of cuddles and words of reassurance. This helps children to feel secure and boosts their emotional well-being. The childminder has high expectations of children's behaviour. She consistently reminds them to be kind, share and take turns. When children have disagreements, she acts promptly and initiates calm conversations.

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The provision is good

The childminder finds out what children already know and can do as soon as they start with her. She uses this information well to create an ambitious curriculum that helps all children make good progress. She monitors their progress closely to ensure that any gaps in children's learning are quickly identified and closed. The childminder plans her curriculum to support children's interests and next steps in learning. She rotates her resources to reflect children's current interests. For example, a recent interest in farm animals prompted children to explore a selection of books and small-world animals to help to enhance their understanding. Children learn to think creatively. For example, they suggest adding white fabric when creating an environment to reflect the frost they remembered seeing on the ground.

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need to do better?

n The childminder models new language at every opportunity. She demonstrates complex vocabulary for children to practise. The childminder skilfully repeats words and phrases, encouraging children to correctly pronounce words. This helps to extend children's understanding and use of language and successfully builds upon their existing communication skills. n The childminder promotes many opportunities for children to be physically active. Children spend lots of time playing in the garden in all weathers. The childminder carefully plans opportunities and activities outdoors, such as finding which sized ball fits down the different pipes. Children enjoy testing out their ideas and comparing the different sizes of pipes. This helps children to develop their mathematical thinking. n The childminder asks children questions to help to extend their learning. However, on occasion, children are not given enough time to process the

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need to do better?

information and respond to her questions. This means that children do not always demonstrate what they already know. As a result, children's learning is not always built upon as precisely as possible. n The childminder helps children to understand what is expected of them throughout the daily routines. Children develop a sense of responsibility and learn when they need to come inside ready for lunchtime. The childminder recognises when some children may need a little more support and provides a

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need to do better?

25 November 2024 timer to help them understand when an activity must come to an end. This helps to prepare children for what will happen next during routines. Overall, children are adaptable. The childminder supports children to behave well effectively. n The childminder places a high priority on children developing their own self-care skills. For example, children confidently tell the childminder when they need to use the toilet and wash their hands. Young children are resilient and persevere as they put their shoes on and get ready to go outside. Children become increasingly competent and independent. n The childminder completes training that supports her professional development. For example, she has recently completed training to broaden her knowledge of how to support children with special educational needs and/or disabilities. The childminder is committed to enhancing her knowledge and skills in order to

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need to do better?

effectively support the children she cares for. n The childminder provides children with opportunities to learn about risks. The playroom is incredibly well resourced and children are encouraged to explore freely. The childminder carefully explains the importance of using different pieces of equipment appropriately. Children develop a good understanding of personal safety as they play. n The curriculum supports children's early mathematical skills well. For example, the childminder incorporates counting of everyday objects in children's play. She encourages children to talk about and recognise different sizes and quantity during snack time. Children learn about concepts such as volume and capacity while playing outside. For example, they use scoops to transfer coconut and tapioca into jugs. Children are starting to develop their understanding of mathematical vocabulary. They confidently develop a wide range of

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need to do better?

mathematical skills. n The childminder communicates regularly with parents to inform them of children's progress. She shares information on children's learning alongside ideas for how parents may help to extend their child's learning at home. The childminder builds positive and trusting relationships with parents. Parents speak highly of the childminder. They comment that she cares for their children well.

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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 consistently allow children time to think when asking questions so they can demonstrate what they know, in order to build precisely on their learning.

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Setting details

Unique reference number 2757666 Local authority Lancashire Inspection number 10349708 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 3 Number of children on roll 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in November 2023 and lives in the centre of Leyland. She operates all year round from 7.30am to 6.30pm, Monday to Thursday, except for bank holidays and family holidays.

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Inspection activities

n The childminder showed the inspector around 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 curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Children communicated with the inspector during the inspection. n Parents shared their views of the childminder and the setting with the inspector.

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Inspection activities

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

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

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