Hamilton, Joanne

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 has created a warm and inviting environment, which feels like a home from home for children. She offers settling-in sessions when children initially start, so that she can find out about the unique needs of every child from parents. She uses this information to help children settle and meet their care needs. Children are free to make their own choices and express their needs. Children enjoy exploring the resources, playing with friends and engaging with adults. They demonstrate that they are settled and feel secure.

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The provision is good

The childminder has developed an effective curriculum, which supports children's development in all areas of their learning. There is a particular focus on learning outdoors and being in the local environment. For example, children enjoy mixing 'magic potions' using coloured water in the garden, ride bikes with enthusiasm and giggle with excitement as they race against one another. These activities help children to engage in different play experiences and support their learning.

p.2

The provision is good

Children's behaviour is good. The childminder encourages children to use good manners, tidy away resources and consider the needs of others. The childminder regularly reads stories to children, which supports their listening and attention skills.

p.2

need to do better?

n The childminder promotes all areas of learning. For example, children identify colours as they sing about a rainbow, explore capacity as they play with water and develop their physical skills as they use different tools and scissors. The childminder supports communication and language by providing a commentary, using vocabulary in context and asking questions. Children make good progress and are being supported to develop the skills they will need as they move to school. n Activities are planned to support children's natural interests. The childminder gives children lots of opportunity to recap on their learning, to build their confidence and establish individual skills. However, at times activities do not always take into account the learning needs of different ages of children. This means that some children can become distracted and lose interest, which impacts on their learning. n The childminder is a positive role model and encourages positive behaviour

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need to do better?

consistently. She gives clear messages and supports children to understand rules and boundaries. For example, she talks to older children about how someone may feel if they do not share resources. Children listen carefully to the childminder and are beginning to understand positive behaviours. n The childminder talks with children about the food they eat and how different

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need to do better?

2 May 2025 foods give us energy. Children enjoy a range of activities to promote their physical skills, such as jumping between stepping stones in the garden and climbing steps. They eat a range of healthy snacks and access water throughout the day. Children are beginning to explore the importance of leading a healthy lifestyle. n Children have made strong attachments with the childminder. The childminder carefully considers children's emotional welfare and has built a very good knowledge of children's individual characters and needs. She is very alert to when children become a little upset or feel frustrated. She provides encouragement or a reassuring hug to help them settle. Children develop independence and resilience. n The childminder has good partnerships with parents. She invites parents to be part of assessment, holds discussions about children's development and shares ideas on home learning. Parents explain that children 'go on wonderful

p.2

need to do better?

adventures' and that the childminder is 'caring and nurturing'. These partnerships contribute to a consistency of care for children. n Partnerships with other professionals are in place. The childminder meets with other childcare providers to discuss good practice and share ideas. In addition, she receives regular contact from local authority advisors, who offer support. The childminder shares information about children's developmental needs with teachers. This helps children to settle as they make the transition to school. n The childminder undertakes further reading to develop her knowledge. She ensures that she attends mandatory training to regularly update her skills. She evaluates her practice to identify things she could do even better. This means that the setting is constantly adapting to meet the needs of children in her care.

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 implement activities more effectively, so that the needs of all children are considered, and they remain engaged in learning.

p.3

Setting details

Unique reference number EY310648 Local authority Lancashire Inspection number 10376153 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection 20 May 2019

p.4

Information about this early years setting

The childminder registered in 2005 and lives in the Ashton-on-Ribble area of Preston. She operates all year round, from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded education for children aged two, three and four years. The childminder holds an early years qualification at level 3.

p.4

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 childminder spoke to the inspector about children's learning and development. n Children spoke to with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

2 May 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

2 May 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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