Regan, Nicola

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

Children are given a warm welcome by the childminder as they enter and eagerly search out their friends. The childminder speaks with parents every day to gain an understanding of children's personal care needs, such as their sleep patterns. The childminder tries to follow routines from home as much as possible, which helps children to settle.

p.2

The provision is good

The curriculum is play-based and follows children's interests. Regular observations are undertaken on all children to identify the things they enjoy doing and their next steps in learning. There are a wealth of resources and activities available, which help children to be engaged in play. Children have the opportunity to revisit their learning. Children use dough and small plastic animals to make footprints, which follows on from the footprints they observed in recent frosty weather. Opportunities like this help children to enrich their understanding.

p.2

The provision is good

The childminder has high expectations for children. She gives instructions to children and asks if they would like to help with small tasks, such as tidying up. Children listen carefully and are eager to help one another. The childminder sets challenges for older children, such as asking them if they can put 10 small-world people in the basket. Children really enjoy this and are eager to help their friends, offering them praise and encouragement. Children's behaviour is good and they demonstrate that they are happy and feel secure.

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need to do better?

n Communication and language is promoted well within the setting. Adults encourage children to speak and engage in conversation. They read stories, sing songs and ask children questions. Older children learn new words. For example, they discuss the best way to look after their teeth and the different directions of brushing to make them clean. They use such words as 'dazzling' and 'shiny'. Children are confident communicators. n Staff at the setting have a clear idea of what children need to learn next and plan interesting activities that, overall, children enjoy. However, the timing of these activities is not always successful. For example, staff encourage some children to take part in a planned activity, but a group of other children are in the same room getting dressed to go outside. This impacts on children's concentration and means that they become very distracted and lose interest quickly. n Children have built close attachments to the staff at the setting. Staff are

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need to do better?

positive role models and offer lots of praise and encouragement. Children independently go to staff for a cuddle and enjoy involving them in their play. For example, children use large construction blocks in the garden to build a wall and

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need to do better?

31 January 2025 encourage the adults to join in. Other children play 'ice cream shops' and giggle as they make ice cream sundaes for staff. Children are active and engaged learners. n Children enjoy a range of healthy snacks and access the outdoors every day. Children's independence is encouraged. Under supervision, they use knives to cut up their morning fruit. All children have snow suits and wellingtons and enjoy lots of outings, such as to the beach and walks in the local rural area. Children are beginning to understand about healthy lifestyles and explore the local community. This promotes their understanding of the world. n Partnerships with parents are good. Parents say that there is always a lot of communication and that children are happy and settled. The childminder involves parents in children's assessments, such as the two year progress check, and sends photographs home to celebrate children's achievements. The

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need to do better?

childminder talks every day with parents and shares ideas for home learning. These partnerships help to support a consistency of care for children. n The childminder works with other professionals. She talks with other childminding professionals to share ideas and good practice. The childminder shares information with teachers when children transition to school. However, she does not always share information about children's needs when they start care with a third carer on entry, such as pre-school. This means that new carers are not fully aware of children's needs or the strategies in place that help with their care and development. n The childminder evaluates her setting regularly and considers how she can develop things to improve children's experiences. Staff in the setting say that they feel supported and work well as a team. Staff progress their professional development. They have recently worked together to take part in an early years

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need to do better?

development programme. This has supported them to build their skills and knowledge and improve the quality of interactions with the children they care for.

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.

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should:

n ensure that activities are timed well throughout the day and that distractions are kept to a minimum, to support children to remain focused and build their concentration skills n strengthen the ways that information is shared with third carers, so that all

p.3

should:

31 January 2025 adults are fully aware of children's individual needs.

p.3

Setting details

Unique reference number EY542952 Local authority Lancashire Inspection number 10367786 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 8 Date of previous inspection 25 February 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Lancaster, Lancashire. She operates all year round from 7.30am to 5pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 6. She works with an assistant who holds a level 3 qualification. The childminder provides government funded early education.

p.5

Inspection activities

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 inspector observed the interactions between staff and children. n The inspector and childminder carried out a joint observation of an activity. n Parents shared their views of the setting through discussions and written comments. n The childminder provided the inspector with a sample of key documentation on request. n Staff spoke to the inspector about children's learning and development.

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Inspection activities

31 January 2025 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

31 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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