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 builds strong bonds with children. This enables her to recognise when children might require some emotional support. Children welcome comfort and cuddles from the childminder and confidently seek her out when they are feeling unsure. Children are happy and confident in the childminder's care. Children settle quickly when they arrive to start their day. This is because the childminder has built a routine that all children are familiar with. In addition, she sets out her environments to support children's interests. For example, children who enjoy dressing up access dressing-up clothes immediately on arrival. Children confidently say goodbye to their parents.

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The provision is good

The childminder provides a curriculum that supports children to make good progress from their starting points. She uses information from parents when children begin at the setting and builds on this. Children enjoy hands-on, outdoor experiences that expand their understanding of the world. For example, children visit alpacas at the local farm. The childminder skilfully introduces number during activities. For instance, when reading stories, she counts the animals in the book with the children. These opportunities help children to develop a positive attitude and interest in early mathematics. The childminder encourages children to be polite and promotes good manners. For example, when giving children snack, she encourages them to say thank you. Children are given gentle reminders to use manners in their play.

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need to do better?

n The childminder's curriculum is sequenced for children to be ready for their next stage of learning, such as starting school. For example, children are learning to dress themselves and develop their social skills. Children develop the skills they need to be school ready and successful in their future learning. n The childminder supports children's communication and language development effectively. Children become engaged in stories, actively listening and answering questions. Furthermore, they join in with familiar words and phrases. This promotes children's literacy development and a love of reading. n The childminder uses several methods of assessment to ensure children are making good progress. For example, she completes the progress checks for children aged two years and shares these with parents and professionals. The childminder uses information from these assessments to inform children's next

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need to do better?

steps. This helps the childminder to identify any emerging gaps and provide the interventions some children may need to make continued good progress. n Overall, children behave well. They demonstrate respect as they help the childminder to tidy up their toys and resources when prompted. Children are encouraged to be polite, both to each other and the childminder. However, at

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need to do better?

19 February 2025 times, children are reluctant to share and take turns. On these occasions, the childminder introduces an additional toy rather than talking to the children to encourage sharing. During these times, children do not develop the necessary skills they need to manage relationships with their peers. n The childminder promotes healthy lifestyles. For example, children have daily access to fresh air and activities that promote their physical development. Children gain an awareness of oral health through daily toothbrushing. These opportunities help children to be aware of how to live a healthy lifestyle from an early age. n The childminder's curriculum provides opportunities for children to understand how to keep themselves safe and manage risks. She regularly reminds and talks to children about risks as they play. For example, when children attempt to climb, she talks to them about doing so safely and what might happen if they

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need to do better?

fall. However, the childminder has not yet considered ways to teach children about online safety. This means, as children grow older, there are few opportunities for them to learn how to keep themselves safe online. n The childminder is dedicated to learning new skills and keeping up to date with new information. She uses new information and skills to reflect on her provision and teaching. For example, after attending a music workshop, the childminder created an instrument basket that is always accessible to the children. This commitment contributes to the good-quality teaching children receive. n The childminder has developed strong relationships with parents. They report that their children enjoy attending and have made good progress from their starting points. Parents describe the childminder as 'nurturing' and 'caring'. Children's progress is regularly shared with parents alongside ideas to support

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need to do better?

home learning. This helps children to receive consistent support in their development.

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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 support children to understand turn-taking and sharing to further develop their relationships with others n enhance the curriculum to help children gain an early understanding of how to keep themselves safe online.

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Setting details

Unique reference number EY542508 Local authority Lancashire Inspection number 10368257 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 5 Date of previous inspection 13 March 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Walton-le-Dale, Preston. She operates all year round from 8am to 5.30pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder offers the government funded places for childcare and receives specific funding for disadvantaged children.

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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 interactions between the childminder and children. n The inspector held a discussion with the childminder in relation to the leadership and management of the setting. She looked at relevant documentation, such as evidence of the childminder's suitability to work with children. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector took account of parents' views from their written feedback. n Children spoke to the inspector during the inspection.

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Inspection activities

19 February 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

19 February 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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