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 provides a safe and well-resourced learning environment in which children feel happy and settled. Children have warm and secure attachments with the childminder and any assistants she works with. The childminder walks around the room, soothing and comforting new babies with her gentle voice. She holds them face to face, smiling and singing songs. The childminder follows children's home routines and supports their milestones extremely well. For example, she places musical toys around babies to help them to develop their gross motor skills, such as crawling and reaching.

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The provision is good

The childminder places a focus in her curriculum on children learning to be independent. For example, children learn how to attend to their personal care needs and put on their coats and shoes. They role play 'dressing up' in hats and waistcoats to practise and refine these skills. The childminder plans for children to spend a lot of time outdoors in the grassy play area. Children have many opportunities to go beyond the setting and explore the local parks and nature spaces. Children are highly involved in their play outside. They collaborate, negotiating their roles as they build ramps and collect balls together. Children persist in searching for every ball, before rolling their collection down the ramp with joy. They repeat this game many times, uninterrupted in their play. This helps them to practise and refine their ideas together.

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need to do better?

n The childminder works in close partnership with her co-childminder and any assistants she works with to clearly identify learning intentions for all children. She has a secure knowledge of the needs and interests of the children in her care. The childminder observes them closely as they play and uses this information to plan activities that support children's next steps in learning. This helps them to develop their knowledge and skills across all areas. n The childminder has a focus on developing children's communication and language. She models good communication as she speaks to children. The childminder talks in a clear voice using single words and short, well-constructed sentences. She is effective at narrating children's play and introducing new words, such as 'scoop', 'pour' and 'smell'. This helps children to develop clear speech and new vocabulary. n The childminder reads stories with enthusiasm and lovely expression. Children

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need to do better?

are keen to listen to the story in a group, and some join in with words and actions. However, the childminder does not always provide children with a clear structure for small-group sessions, and children are not clear as to what is expected of them. They become distracted and lose interest. As a result, not all children benefit from the learning opportunities on offer.

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need to do better?

30 April 2025 n Children learn the importance of a healthy lifestyle. The childminder ensures that there are regular opportunities for fresh air and exercise. She makes home- cooked and fresh meals, which children enjoy. The childminder promotes good hygiene routines. Children understand that they should wash their hands before food and after using tissues to blow their noses. Learning these consistent hygiene routines supports children to develop life skills and reduces the risk of illness. n Children are well supported to understand and regulate their emotions from an early age. For example, the childminder offers gentle, but clear, explanations to comfort children. She has a range of supportive strategies that help children to achieve positive behaviour. Children enjoy making different facial expressions in a large mirror to understand 'excited' or 'angry'. This helps them to label their emotions and understand what they are experiencing. As a result, children

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need to do better?

develop good levels of emotional literacy. n Parents speak highly of the childminder and any assistants she works with. They value the nurturing approach and the range of stimulating activities and outings on offer. The childminder supports parents to extend their children's learning at home. For example, the childminder shares the lyrics to songs children are learning to sing at home. This consistency boosts children's confidence and helps parents to feel included in their child's learning. n The childminder makes sure that any assistants she works with understand and implement policies and procedures consistently. She reflects on her practice and demonstrates a commitment to ongoing improvements. For example, recent training has helped the childminder to build on her understanding of how to support the development of emotional literacy for younger children. This helps children to achieve positive behaviour and self-regulation.

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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 strengthen the structure and organisation of group times to support children to focus their attention and sustain their interest throughout the activity.

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Setting details

Unique reference number EY540971 Local authority Lancashire Inspection number 10372326 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 13 Date of previous inspection 11 April 2019

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Information about this early years setting

The childminder registered in 2017 and cares for children at her assistant's home in Bacup, Rossendale. She operates all year round, from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder works with a co-childminder and an assistant. She provides government funded childcare.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n The childminder spoke to the inspector about the children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided and assessed the impact on the children's learning. n The inspector observed the interactions between the childminder, any assistants she works with and the children. n The inspector took account of parents' views. n The inspector and the childminder carried out a joint observation.

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Inspection activities

30 April 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

30 April 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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