Duckworth, Charlotte Elaine

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 an inviting and homely environment. Children have built warm attachments with the childminder and interactions are supportive and nurturing. The childminder knows children's unique needs extremely well, identifying their individual characters and interests. Children settle quickly and demonstrate that they feel secure and happy.

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The provision is good

The curriculum and environment are extremely well thought out. Children are able to choose resources and express their needs. The childminder promotes independence and a 'can-do' attitude. Children thrive on this and laugh with delight as they say, 'we can' Children build high levels of self-esteem and resilience.

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The provision is good

The childminder has high aspirations for all children. She involves even the youngest children in small tasks, such as tidying away after they have played with resources. The childminder gently reminds children to use good manners, share resources and consider the needs of others. Children enjoy playing musical instruments and listening to different songs. This helps to support children's listening and attention skills. Positive behaviour is promoted at all times and children's emotional well-being is consistently nurtured.

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need to do better?

n The childminder offers an interesting and engaging curriculum. She carefully considers all areas of learning and gives children lots of opportunity to practise their skills and recap on prior learning. 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 A key strength of the curriculum is the way that children have opportunities to develop their physical skills. Even the youngest children enjoy using tools in the sand tray to scoop and pour. Older children enjoy using construction blocks and enjoy painting on a large scale in the garden. They enjoy jumping, balancing and dancing. These large body movements help children to develop their physical skills in preparation for early mark making. n Overall, communication and language are supported well. The childminder

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need to do better?

provides a running commentary throughout the day and introduces children to new words. The curriculum includes lots of opportunity for singing and stories. However, when the childminder asks a question children are not given enough time to consider the question, think about their answer and form a response. This impacts on children's confidence when communicating. n The childminder gives utmost focus to supporting children's emotional well- being. She supports children to understand their emotions and explore how

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need to do better?

7 May 2025 different things might make them feel. The childminder supports children through changes at home and helps to prepare them as they prepare for transition to school. This helps children become aware of their emotions and identify their feelings. n Children are beginning to appreciate the natural world. For example, they tear the leaves of fresh herbs and press them into dough as they smell the different scents. Children access the outdoors every day, enjoy music and movement sessions and enjoy walks in the local environment. As children eat, the childminder talks about food giving us energy and giving us muscles so we can move well. Children are beginning to explore the importance of leading a healthy lifestyle. n Parent partnerships are good. The childminder invites parents to settling-in sessions, where they discuss children's needs. The childminder uses this information to identify where children may need support. She shares ideas for

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need to do better?

home learning and supports parents when they may need some support from wider professionals. Parents explain that children 'settle really quickly' and 'love attending'. These partnerships help to provide a consistency of care. n Partnerships with other professionals are in place. The childminder meets regularly with other childminding professionals and receives support from local authority advisors. When children transition to school, she shares information about children's developmental needs. This helps children settle when they move to school. n The childminder regularly evaluates the service she provides. She seeks the opinions of parents to ensure her service meets the needs of children. The childminder undertakes mandatory training and identifies further training as required, in order to meet children's care and medical needs.

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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 focus activities more sharply, so that the developmental needs of all children are considered, and they remain engaged in learning n develop the way that questions are asked, so that children are given enough time to consider and formulate a response.

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Setting details

Unique reference number EY422479 Local authority Lancashire Inspection number 10380265 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 3 June 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Leyland, Lancashire. She operates all year round from 7.30am to 5.30pm, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 2.

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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 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 inspector took into account the views of parents through written comments. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

7 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

7 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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