Hudson, Kim

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

The childminder has the highest expectations of children's behaviour and what they can achieve. She gives the children her total attention, and they clearly feel safe and secure in her care. The childminder is courteous and kind to the children and listens carefully, ensuring that they feel their contributions are valued. Children show impressive levels of perseverance and determination to complete tasks by themselves. In addition, children are exceptionally kind to each other, take turns and work together to solve problems extremely well. Consequently, children are exceptionally well behaved.

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The provision is outstanding

The childminder's curriculum is highly ambitious and well sequenced. The childminder's teaching is superb. Meticulous ongoing assessments of children's progress and getting to know their interests means that bespoke, purposeful learning experiences are always provided. For example, the childminder uses children's interest in football to develop small muscle skills. Children learn to throw and catch the ball like a 'goalkeeper'. Furthermore, she expertly adapts her teaching and interactions to ensure that all children practise essential skills and knowledge daily. Consequently, all children make remarkable progress in all areas of learning and are well prepared for their next stage in learning.

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need to do better?

n The childminder uses every opportunity to extend children's communication, language and early literacy. For example, children sit quietly looking at their chosen book about dinosaurs. They correctly pronounce the names of different dinosaurs as they identify which ones eat plants. Children confidently ask questions about where the dinosaurs have gone. The childminder patiently explains as she introduces words, such as 'extinct', and explains what they mean in an age-appropriate way. In addition, the childminder extends on this by talking to children about how things 'evolve' when children compare 'crocodiles' to 'dinosaurs'. Children demonstrate high levels of curiosity, ask questions and engage in detailed conversations with the childminder. Therefore, all children are highly engaged in their learning and make remarkable progress from their starting points. n The childminder seamlessly weaves mathematical learning through children's

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need to do better?

play. She consistently uses mathematical vocabulary to ensure that all children can understand positional language, name colours and recognise shapes. The childminder helps children to recognise numbers as they match these to posters on the wall. Children learn mathematical language and concepts. n The childminder is an inspirational teacher and her interactions with children are purposeful. Children learn so much through their play. For example, children learn how to keep themselves safe as they practise what to do in the event of a

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need to do better?

16 January 2025 fire. Children know that when they hear the whistle, they are to go to the end of the garden immediately. They know to ring '999' and ask for the 'firefighters' to come. Furthermore, the childminder promotes equality and diversity extremely well. Children proudly tell their visitor that the childminder has taught them that you do not ask for the 'fireman' as both boys and girls can do that job. Therefore, this helps children to prepare for life in modern Britain. n The childminder encourages children to be independent in their self-care skills, such as toileting and washing their hands. Children show confidence, for example, with dressing as they persevere and successfully put on their own gloves and shoes before going outside. Furthermore, the childminder engages them in discussions about healthy food and drink choices as children slice their own fruit and pour their drinks during snack time. Children gain a positive

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need to do better?

awareness of healthy lifestyle habits. n Children learn about life outside the setting through trips to the library, local playgroups and the woods where they spend time with friends from other settings. Children excitedly take part in birdwatching. Children learn about life cycles as they discuss how birds make nests for their eggs and search for worms to eat. Children are learning about the world around them. n The childminder uses robust assessment procedures to monitor and track children's learning. She uses effective observation to ensure children are secure in their learning before moving on to their next step. In addition, the childminder has excellent links with other childminders, and together, they support children who attend dual placements. They have regular communication to discuss current levels of development and next steps and collaborate on assessments such as the progress check at age two. This provides a consistent approach to

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need to do better?

children's learning. n Partnerships with parents are exceptional. Information sharing is a high priority. Information is shared initially about what to expect from the childminder and how she will support their children to grow and develop. Guidance on children's health and safety is regularly shared with parents, such as information and resources for oral health and online safety. Parents comment on the homely environment and special bonds the children have developed with the childminder and each other. n The childminder is passionate and dedicated to her role. She recognises the importance of expanding her professional development based on children's emerging needs. For example, she completed training in supporting speech delay and implemented strategies to specifically target children's recognition and pronunciation of words. The childminder is very reflective and highly committed to continuously improving the service she provides to children and their families.

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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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Setting details

Unique reference number EY454418 Local authority Lancashire Inspection number 10367604 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 7 Date of previous inspection 14 February 2019

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Information about this early years setting

The childminder registered in 2012 and lives in Padiham, Lancashire. She operates all year round, from 8.15am to 5.15pm, Monday to Thursday, except bank holidays and family holidays. The childminder holds a recognised early years qualification at level 3. She provides government funded early education for all eligible children.

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Inspection activities

n The childminder and the inspector completed a learning walk together to discuss the childminder's intention for children's learning. The childminder discussed with the inspector how she ensures both indoor and outdoor environments are safe and suitable. n The inspector viewed written testimonials from parents to gather their views on the childcare setting. n The inspector discussed with the childminder how she will implement the curriculum and support all children to make progress, including how she intends to plan, observe and assess the children in her care. n The inspector observed the quality of education being provided, both indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and childminder carried out a joint observation, and their evaluations were taken into account. n The inspector asked the childminder questions throughout the inspection to

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Inspection activities

establish her understanding of how to safeguard children.

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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

16 January 2025 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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