Draper, Ruth Louise

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 enthusiastic and experienced childminder has high aspirations for all children. She wants them to be confident learners. To support this, she plans her curriculum to help children in developing skills needed for school readiness. For instance, children confidently take off their wellington boots and coats, storing them in the correct place before returning to indoor play. Children are learning personal care routines to support their own well-being. Positive interactions take place between the children and the childminder.

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The provision is good

Children benefit from many trips and outings. They talk excitedly about a recent visit to the farm and the cheerleading club they attend. Children are aware of the importance of being outdoors and the positive impact it has on their health. They explain that exercise is good for their bodies and helps to make them happy. This means children are developing a good understanding of personal well-being. Furthermore, children learn how to keep themselves safe when on outings. They understand about road safety and being considerate to animals they may come into contact with.

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The provision is good

All children behave well. The childminder provides clear guidance and consistent routines that support children's understanding of boundaries and expectations. Children actively take part in setting up activities and tidying them away. The childminder offers praise and encouragement to all children as they complete their tasks. This allows children to take ownership of their environment and boosts their self-esteem.

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need to do better?

n The curriculum is well planned. The childminder uses her knowledge of what children can do and their interests to plan exciting and engaging activities to support their learning. The childminder monitors children's progress closely and uses the information to identify next steps in learning to support children's ongoing development. n Children confidently engage in their learning. They eagerly take turns to prepare for activities and gather all the necessary resources. For instance, children source all the ingredients needed to bake cakes from the kitchen, under the watchful supervision of the childminder. They take turns to use the scales to measure out the items. Children work together to produce the mixture before the childminder puts it into the oven. This shows how children are independent and self-assured in their learning. n The childminder encourages children to use their creativity and imaginations.

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need to do better?

She supports children in their play, actively participating and taking the lead from them. For example, as children enter a make-believe world of pirates and

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need to do better?

21 February 2025 treasure maps, the childminder becomes a pirate shipmate. She asks children questions, such as how they will navigate the crocodile infested lagoon, and waits for them to respond. This helps to ignite children's awe and wonder and a love of learning. n Partnerships with parents and carers are extremely strong. The childminder works closely with parents and carers to support children's ongoing learning and development. They continuously discuss progress and offer suggestions to support children in their learning at home, for instance offering guidance for toilet training or behaviour management. Parents praise the childminder for the individual support she offers families and children. n The childminder provides a wide variety of activities to support language and communication skills. She speaks clearly with younger children, encouraging them to repeat words and sounds. All children enjoy participating in circle time

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need to do better?

and exploring props from a bag that supports song and rhyme sessions. However, on occasion, older children are given more opportunities to speak and lead discussions. This means that younger children communicate and interact less. This has an impact on their progress. n The childminder and any assistants she works with evaluate and monitor the provision. They reflect on their practice and look for ways to improve outcomes for children. The childminder ensures that any assistants attend regular mandatory training as well as attending focused sessions to support their understanding of early years and how children learn. Consequently, they have developed a deeper understanding of how to provide an effective early years setting. n Children develop a good understanding of mathematics. The childminder provides varied activities to develop new skills and concepts. For instance, children make ramps of different heights to race cars down and identify which

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need to do better?

will go the furthest. The childminder extends children's learning by introducing new ideas, such as adding length or weight to change the speed.

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 support children's communication skills further, particularly those who are younger and less confident.

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Setting details

Unique reference number EY467324 Local authority Lancashire Inspection number 10368037 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 12 Number of children on roll 9 Date of previous inspection 6 March 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Lostock Hall. She operates all year round, from 7.30am to 5pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 6. She works with an assistant and offers government funded places for childcare.

p.4

Inspection activities

n The childminder spoke to the inspector about children's learning and development and how she organises her provision. n The childminder showed the inspector around her premises and discussed how she ensures that they are safe and suitable. n Parents shared their views of the setting with the inspector. n The inspector spoke to the childminder, her assistant and the children at appropriate times during the inspection. n The childminder provided the inspector with a sample of key documentation on request. n The childminder and inspector carried out a joint observation.

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Inspection activities

21 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

21 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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