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

Children separate happily from caregivers to enter the calm, homely environment. The childminder creates a relaxed atmosphere where children immerse themselves in play and explore independently. She understands the children's individual characteristics. Children demonstrate feeling safe and secure. The childminder is patient and kind. She supports children's behaviour well and is an excellent role model, valuing each child as unique. Clear boundaries and routines are in place, which helps to support children's emotional security. Any minor incidents are sensitively and fairly addressed. Consequently, children play harmoniously together and have positive attitudes to learning.

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The provision is good

The childminder implements an ambitious curriculum through a wide range of exciting experiences. Children learn to care for foster kittens and a bearded dragon. They participate in trips to the local veterinary surgery, where they ask questions to the veterinarian. They increase their knowledge of animal care and gain an understanding of different types of pets. The childminder provides daily opportunities for children to enjoy different experiences in the local community. Children talk enthusiastically about trips to the park and toddler session. This enables children to socialise with a wider range of people and identify similarities and differences between themselves and others. These experiences support children in being kind and respectful to one another.

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need to do better?

n The curriculum is varied and well structured. The childminder regularly assesses children's development to identify the next steps. The curriculum focuses on what skills and knowledge children need to learn. Children are eager to learn as the childminder provides a good variety of activities and experiences that incorporate their interests. Children make good progress from their starting points. n The childminder supports children's developing independence skills. She encourages children to have a go and gives support when needed. Young children learn how to dress up as their favourite character and put their coats and shoes on for going outside. Children manage their self-care needs well and are confident to ask for help. They demonstrate increasing independence. n Children learn about healthy lifestyles and good hygiene routines. They independently access fresh fruit when they feel hungry. Children talk about

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need to do better?

different foods. The childminder provides pretend teeth and large brushes for children to practise toothbrushing. She reads stories to further their learning of oral health and dental hygiene. Supervised toothbrushing helps children remember what they have learned. The curriculum supports children in developing knowledge about healthy lifestyles.

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need to do better?

16 January 2025 n The childminder plans a variety of opportunities for children to develop their physical skills. Children have access to play spaces where they run, jump, balance and climb. They develop their fine motor skills in readiness for early mark making when completing jigsaws, activity boards and small construction. Children make good progress in their physical development. n Children choose stories to share while snuggling in with the childminder. The childminder reads with enthusiasm and asks simple questions. Children join in with familiar words and phrases. This promotes children's literacy development and a love for reading. However, the childminder does not always explain new vocabulary to support children's understanding. This limits the range of vocabulary children use during play. n Respect is promoted throughout the setting. The childminder sensitively promotes diversity and inclusion. She teaches children about festivals and

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need to do better?

cultural events from around the world. Children learn about communities beyond their own. They listen to stories that explore similarities and differences in families and ways of life. This supports children's early understanding of life in modern Britain. n Partnerships with parents are effective. Those spoken to during inspection and written feedback acknowledge the good progress children make. Parents value the support and guidance they receive and appreciate the regular updates. They are extremely complimentary about the childminder. These partnerships support children's continuity of care and ensure individual needs are met. n The importance placed on continued professional development and the impact it can have on children's progress is visible. The childminder engages in training courses to further develop her practice. Recent training focused on supervised toothbrushing, which has been incorporated into the daily routine. Training has

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need to do better?

contributed to improving outcomes for children at the setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open culture around safeguarding that puts children's interests first.

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should:

n explore the meaning of words and model language to support children in extending their vocabulary and developing their understanding.

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Setting details

Unique reference number 2757641 Local authority Lancashire Inspection number 10349748 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 14 Date of previous inspection Not applicable

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Information about this early years setting

The childminder was previously registered with a CMA between 2020 and 2023. They registered with Ofsted in 2023. The childminder lives in Grimsargh, Preston. She operates term time only from 7.30am to 5.30pm, Monday to Thursday. The childminder holds a relevant childcare qualification. She provides funded places for two-, three- and four-year-old children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable for childminding. n The childminder discussed her curriculum, children's learning and how she plans for children's progress with the inspector. n The inspector observed the quality of teaching and assessed the impact this has on children's learning with the childminder. n The inspector spoke to parents during the inspection and considered written feedback, taking account of their views. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request. n The inspector spoke to the childminder and children at convenient times during the inspection.

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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

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

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