Townley, Kerry Lee

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 nurturing childminder encourages children to explore the cosy and well- resourced environment. This helps children to be self-assured and feel at ease in her home. Children show a great deal of confidence and curiosity. They navigate the environment with the childminder's gentle guidance and select from appealing play activities. The childminder plans a curriculum that builds on children's experiences and helps them to develop the skills that support them to learn. For example, she teaches children new vocabulary, such as 'cocoon' and 'chrysalis', as they learn about butterflies. The childminder encourages babies and toddlers to enjoy interesting sensory activities. She skillfully encourages them to listen carefully to the beads in different wooden toys and the sounds they make as they bang them together.

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The provision is good

The childminder responds quickly to children's needs. She notices when children are tired, hungry or need a nappy change. The childminder is friendly and caring, and children respond very well to her. Babies and toddlers go to her for reassuring cuddles and include her in their play. The childminder uses gentle reminders of her clear expectations. Children behave well. They are kind to others and learn how to take turns. The childminder encourages children to persevere as they practise tasks, such as putting foods inside the hungry caterpillar's mouth. Children show pride in their achievements when they 'fill up' the caterpillar's tummy.

p.2

need to do better?

n The childminder has a wealth of books, which she uses well to motivate children's learning. She skilfully uses age-appropriate books with flaps, sounds and textures to capture toddlers' attention. Children show their developing literacy skills as they remember previous stories and later look at books independently. n The childminder observes children carefully. She allows children time to develop their own play before extending their learning. The childminder skillfully adds resources and different ideas to children's play. This focuses children and promotes their learning. For example, when picking up cooked pasta with tweezers, the childminder suggests that the pasta looks like a caterpillar. Children then encourage each other to make a long caterpillar. n Children develop skills they will need for their future learning at nursery or school. They strengthen their core and finger muscles so that they can sit on a

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need to do better?

chair and hold a pencil for writing. Children learn mathematical concepts and language as they play. For instance, using the props for the story, they find the food for the long caterpillar they have made with pasta. n The childminder uses good teaching skills to build on children's thoughts and ideas and to extend their learning. However, at times, she allows the more

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need to do better?

6 May 2025 confident children to dominate her time and input. This means that other children do not equally benefit from the effective interactions and activities. n The childminder focuses strongly on supporting children's language development and helping them to develop their vocabulary. She uses clear speech to talk about children's play and help them to link words and actions. However, at times, the childminder does not acknowledge that children's speech is impacted by the use of dummies. This does not consistently encourage children's developing speech and language skills. n The childminder knows children extremely well. She confidently talks about their abilities, likes, dislikes and family backgrounds. The childminder recognises what children can already do. She knows what is next in their learning and development, and quickly identifies when children need additional support. n Children benefit from regular exercise and fresh air in the local community or

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need to do better?

through a wide range of outings. They develop good social skills as they meet with other childminders and their children at playgroups or activity groups. The childminder uses these enjoyable activities well to encourage children's further learning. n The childminder is committed to her role and her ongoing professional development. She makes good use of courses to keep her knowledge and skills up to date. The childminder meets with other childminders to share new ideas. This helps her to continually make improvements to the provision. n Parents and carers praise the childminder highly for her care of their children. The childminder shares regular information about children's progress. She gives support to parents to help them with children's milestones, such as walking, toilet training or weaning.

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 adapt teaching strategies more effectively to allow the less-confident children to be as involved in activities and interactions as the more confident children n increase knowledge and awareness of how to strengthen babies' and toddlers' early speech development further.

p.3

Setting details

Unique reference number EY456862 Local authority Lancashire Inspection number 10388742 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 5 Date of previous inspection 25 July 2019

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Information about this early years setting

The childminder registered in 2012 and lives in Oswaldtwistle, Lancashire. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 4. She provides government funded childcare.

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Inspection activities

n The inspector carried out a learning walk with the childminder, where they discussed what she wanted children to learn and how she was using her environment to support this. n The inspector observed the interactions between the childminder and children, and considered the impact on children's learning. n The inspector observed activities indoors and discussed with the childminder the provision for outdoor play. n The inspector spoke to children to find out about their time at the childminder's home. n Parents shared their written views of the childminder's provision with the inspector. n The inspector looked at evidence of the childminder's suitability and checked that statutory documentation was in place.

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Inspection activities

6 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

6 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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