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

Children happily arrive at the childminder's home and separate from their parents and carers with ease. They confidently enter the playroom and seek out their peers. Children enjoy comfort and cuddles from the childminder when they need reassurance. This contributes positively to children's emotional well-being. Children are well motivated to learn. They benefit from extended periods of uninterrupted play, and the childminder gives them time to explore the variety of resources. The childminder plans local trips to the park and library. She uses these experiences to help children to develop their social skills.

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The provision is good

The childminder plans mealtime routines well. She supports children's awareness of the behaviours expected of them when they start school. The childminder encourages children to pass water bottles to their peers and to use their manners. She places a priority on children demonstrating good manners. The childminder consistently reminds children of the importance of polite behaviour. Children learn how to care for animals, such as through exposure to the childminder's rabbit. They excitedly recall feeding the rabbit carrots and cabbage. The childminder's curriculum is well supported. She encourages children to complete age-appropriate tasks to support their growing independence. For example, children learn how to cut their pasta with the correct cutlery. As a result, children are well prepared for their next stage of learning.

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need to do better?

n Overall, the childminder considers her curriculum carefully. She uses her knowledge of children's development and interests to build her curriculum. For example, she provides beanbags for children who enjoy throwing. This supports children's developing physical skills. However, there are times where the childminder's curriculum is too broad and does not focus precisely enough on the smaller steps that children need to embed new learning. n Children learn ways to keep themselves healthy. The childminder provides children with nutritious and balanced snacks and meals. She encourages children to cover their mouths when they cough and wash their hands before meals. This supports children to maintain their own health as they grow. n The childminder supports children's communication and language skills well. She speaks clearly to children and models good language. The childminder names objects as she passes them to children, encouraging them to repeat it back.

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need to do better?

Children demonstrate a love of reading as they display high levels of engagement during story time. All children make good progress in their communication and language development. n The childminder uses her wealth of child development knowledge and experience to assess children's progress. This supports her to swiftly identify any

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need to do better?

5 March 2025 emerging needs that children may have. The childminder promptly seeks support for children from outside professionals, such as health visitors, where appropriate. This helps to close any gaps in children's learning. n The childminder values inclusivity for all children and plans some activities to increase children's knowledge of other cultures. For example, she reads stories to children and explores events, such as Lunar New Year. However, the childminder does not use these opportunities routinely to extend children's learning and understanding of differences between people and communities. n The childminder is committed to her own professional development. She seeks out opportunities to network with other childminders and early years professionals. The childminder completes regular training and is reflective of her practice. These opportunities help to raise the quality of education even further.

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need to do better?

n Children understand the expectations for their behaviour in a positive way. The childminder recognises when children find turn taking and sharing difficult. She implements different strategies that support children's understanding of playing cooperatively over time. The childminder reminds children to say 'please' and 'thank you'. She praises children when they remember to use their manners themselves. Children demonstrate positive behaviour. n The childminder promotes early mathematics. She skilfully weaves counting into everyday activities and routines. For example, when singing songs, children count the number of ducks using their fingers. Children develop a positive attitude and interest in early mathematics.

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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 enhance the curriculum to focus on sequencing the skills children need to learn more precisely n teach children more about the similarities and differences between people and communities to help them to value diversity and different cultures.

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Setting details

Unique reference number EY478988 Local authority Lancashire Inspection number 10372589 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 6 Date of previous inspection 26 April 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Brierfield, Nelson. She operates her childminding provision from 7.30am to 6pm, Monday to Friday, all year round, 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 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 inspector took account of parents' views from their written feedback. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the quality of interactions between the childminder and children. n The inspector discussed safeguarding procedures with the childminder.

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Inspection activities

5 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

5 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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