Orme, Wendy 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 childminder provides a safe and welcoming environment where children feel happy and settled. Children develop strong bonds with the childminder and approach her for cuddles and reassurance when needed. The childminder has high expectations for children's behaviour. She encourages them to use their manners and to be kind to each other. Young children play well alongside each other and show good social skills. They enthusiastically share their toys and sit together during stories. The childminder encourages the children to help with small tasks, such as tidying away toys and wiping the table before snack time. Children become independent and show a 'can-do' attitude from a young age. Children demonstrate positive attitudes to learning and behave well.

p.2

The provision is good

The childminder works with a co-childminder. Together, they have created a well- sequenced curriculum that builds on what children can already do and know. The childminder understands the importance of gaining information from parents, such as children's current development, likes and dislikes. She uses this knowledge to help her identify children's starting points. In addition, she uses assessments well to plan children's next steps in their learning. All children, including those with special educational needs and or/disabilities (SEND), make good progress. Children make clear progress from their starting points. They are well prepared for their next stage in learning, including school.

p.2

need to do better?

n The childminder ensures that her curriculum includes a strong emphasis on promoting children's language and communication skills. She is very chatty, and children access books and stories throughout the day. The childminder reads stories enthusiastically, and the children are enthralled. She encourages children to continue reading at home by sharing books that children currently enjoy with their parents. Children develop good vocabulary and are effective communicators. n The childminder provides daily opportunities for children to be physically active in play. They have a safe space in the garden to climb up and down steps and slide down the slide. In addition, younger children develop their hand dexterity as they manipulate play dough with a range of tools, such as rolling pins. Children's physical development is well supported. n Children often visit the local community and learn about the wider world around

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need to do better?

them. This builds on their awareness of others, and they learn about respecting other people. The childminder takes the children to visit the library, where they can listen to stories and explore books about their interests. Children make new friends when they attend playgroups with the childminder. These activities help children to develop their social skills and confidence. Children have the social

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need to do better?

4 March 2025 skills they need for future learning. n The childminder knows children well and talks in-depth about their progress and development. She works closely with parents and other professionals to provide high-quality care and education for children with SEND. For example, she targets children's next steps in learning consistently alongside other professionals to help children make good progress. n Parents praise the childminder for her settling-in process and how quickly children settle in her care. They receive daily feedback about their child's day and the activities they have enjoyed. The childminder gives parents feedback on their child's development. In addition, parents comment on how the childminder supports children to continue their learning at home. For example, the childminder provides advice on toilet training and works with parents to ensure that children succeed. n The childminder reflects on her own practice and environment. She has a good

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need to do better?

network with local childminders, and they meet regularly to share good practice and ideas. The childminder prioritises her professional development by accessing varied and valuable training. This supports the effective running of her setting, which helps to improve outcomes for children. n The childminder provides babies with sensory experiences. For example, she encourages babies to explore the sensory bubbles. Babies stand for periods of time and try hard to reach the rising bubbles. This helps to develop babies' core strength. However, the childminder does not always plan her curriculum to support younger children to fully develop their senses through sensory exploration. For example, the childminder does not always encourage children to explore all of their senses to support them to make sense of the world around them.

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.

p.3

should:

n strengthen the curriculum to promote children's sensory exploration further.

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Setting details

Unique reference number EY349165 Local authority Blackpool Inspection number 10372255 Type of provision Childminder

p.4

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 4 Date of previous inspection 9 April 2019

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Information about this early years setting

The childminder registered in 2007 and lives in Blackpool, Lancashire. She works with a co-childminder and operates all year round, except for bank holidays and family holidays. Sessions are from 8am to 5.30pm, Monday to Thursday, and from 8am to 5.30pm on Fridays. The childminder holds a relevant qualification at level 3.The childminder provides funded early education for children.

p.4

Inspection activities

n The childminder and the inspector completed a learning walk together and discussed the early years foundation stage curriculum. n The inspector observed the interactions between the childminder and the children. n The inspector carried out a joint observation of a group activity with the childminder. n The inspector looked at relevant documentation, including paediatric first-aid certificates and suitability checks. n The inspector reviewed written comments from parents and considered their views and opinions.

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Inspection activities

4 March 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

4 March 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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