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 Not applicable

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The provision is good

Children socialise and form friendships with others of different ages at the childminder's busy provision. Young children and those of school age play together, with older children being thoughtful of the needs of their younger friends. All children develop confidence and positive attitudes as they feel secure in the childminder's care and in her home. The childminder plans outings thoughtfully to support children's learning and to enhance the curriculum. For instance, children visit a dentist to support their understanding of good oral health and hygiene and to add context to their learning.

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The provision is good

The childminder helps children to understand and manage their emotions. She reminds them about expectations and helps them to manage frustrations and conflicts. Children are familiar with the daily routines. They feel secure in knowing what comes next in their day. The childminder offers them choice and a feeling of ownership over their day and their play. Children play independently and happily join the childminder for planned and adult-led activities. The childminder knows children well and plans for what they need to learn and do next. Children make good progress in their learning and development and work towards being ready for the next stages of their education.

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need to do better?

n The childminder promotes children's language skills well. They visit the library to choose books and enjoy reading and singing together throughout the day. The childminder models new vocabulary for children to hear and practise. She uses specific strategies to support children's developing speech. Children make good progress and develop confidence in their communications. n The childminder threads mathematics throughout her teaching. Children learn about number and shape and how to use mathematical language in the correct context. The childminder uses children's interests to support this further. For instance, they count the carriages on passing trains together. Children develop a sound understanding of early mathematical concepts. n Children develop proficiency and confidence in their physical skills as they play and learn with the childminder. They climb and bounce on the equipment in the childminder's outdoor play area developing their large and core muscles. Walks

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need to do better?

in the local area with the childminder help children to develop stamina and also provide opportunities for them to learn about and assess risk. The childminder promotes children's learning and development in a holistic manner. n Children learn and practise skills that help them to become independent. The childminder supports young children well as they manage their own self-care needs, for instance. Older children learn about internet safety and how to keep themselves safe online. The childminder's teaching about the safe use of

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need to do better?

13 May 2025 technology does not yet extend to younger children in her care. This hinders their early learning of some important messages. n Children learn how they are each unique and special. The childminder teaches them about disability, difference and similarity, for instance. They learn about different cultures and celebrations. Outings to toddler groups mean that children mix with others from different backgrounds. Children begin to appreciate the wider world and the diversity of life in modern Britain. n Consistent monitoring of children's progress enables the childminder to identify and narrow or close gaps in children's learning in a timely manner. She implements appropriate strategies to support children in the areas where they need most support. The childminder's close working relationships with parents mean that children benefit from consistency in their care and learning. This helps children to make good progress in all areas of their learning and

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need to do better?

development. n The childminder works well with others and values their opinions and insights. For instance, she has regular communications with staff at other settings attended by children in her care. The childminder also seeks out the opinions of parents, her assistants and children to help her evaluate the provision. These collaborative working relationships help the childminder to make positive changes to benefit children. n The childminder sources professional development opportunities which are targeted to benefit the children in her care. For instance, she learns more about specific teaching methods for the age groups of the children currently attending. The childminder also plans for the professional development of her assistants to enhance their knowledge and understanding and to ensure the overall good quality of the provision.

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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 promote an understanding of how to use technology safely for all children.

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Setting details

Unique reference number 2715442 Local authority Lancashire Inspection number 10388759 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 12 Number of children on roll 20 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Carnforth. She works with assistants and operates all year round except for family holidays. Sessions are from 7.30am to 5.30pm, Monday to Thursday. On a Friday the childminder offers before- and after-school care only. She also operates a holiday club for children of school age from 9am to 3pm in school holidays. The childminder holds an appropriate early years qualification at level 3. She offers government funded places for childcare and early education.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises along with the aims and rationale for the early years curriculum. n Children spoke with the inspector during the inspection. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the provision with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector spoke with an assistant of the childminder during the inspection.

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Inspection activities

13 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

13 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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