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

p.1

The provision is good

Children at the setting are happy and secure. They are able to talk about their wants, needs and feelings and use these to regulate their emotions. For example, children explain that when they are feeling happy, they are feeling 'yellow'. This shows that the childminder supports children to discuss and understand how they are feeling. She takes this further by setting clear expectations of children's behaviour. The childminder teaches children that they are in control of their emotions and actions. For example, when children push others, this is quickly addressed. All children happily work together moments later. Children are starting to understand routines, expectations and how to regulate emotions. This is supported by the childminder.

p.2

The provision is good

Children have a say in what happens throughout the day. Their thoughts, feelings and needs are taken into consideration when the childminder facilitates children to explore the open and rich environment provided. For example, children choose to explore the nursery rhyme bag. They choose nursery rhymes, and the childminder facilitates learning through the use of a chosen activity. The childminder is skilled in adapting learning in the moment.

p.2

need to do better?

n Overall, the childminder assesses children's learning effectively. She knows children's next steps and uses these to plan appropriate activities. However, the childminder does not precisely sequence her curriculum to build on children's learning. For example, children make a fruit salad, yet are not taught first about how to use equipment safely. This means children do not learn key skills needed to complete the activity effectively. n Children are supported to understand about nutrition. For example, children read the story of a hungry caterpillar and discuss if foods are healthy or unhealthy. The childminder then elaborates on children's understanding and addresses misconceptions, building on children's knowledge before supporting children to try new and familiar fruits. n The childminder communicates with children effectively. She narrates children's play and checks children's understanding of unfamiliar words. For example,

p.2

need to do better?

when reading a story, she checks children's knowledge and explains clearly what salami is. This means that children build on their knowledge and understanding, adding new words to their vocabulary. n The childminder works with other childminders. She provides children with more learning opportunities outside of the home setting. For example, she helps lead a group at a local church where children can work with peers and get to know others. This helps prepare children by building on their emotional and social skills for when they move to Reception Year.

p.2

need to do better?

7 May 2025 n Parental partnerships are strong. Parents speak highly of the childminder and the support they receive from her. For example, parents talk about the support they receive from the childminder in order to further their child's health and development. This means that children receive tailored support and care from the childminder and their parents. n Professional development opportunities are regularly sort. The childminder attends relevant courses to further her knowledge and skills. However, this information is not always implemented effectively in practice. For example, the childminder attends training but is not always clear on how to use this information to further children's learning. This means that children do not always get the precise help and support they require in a timely manner. n The childminder evaluates her own practice effectively. She reflects on her teaching and understands how she would adapt her practice to meet the needs

p.2

need to do better?

of individual children. For example, at times, children become engaged with resources intended for another activity. The childminder notices this and makes plans to adapt the environment to reduce distractions. This means that the childminder continually develops her practice over time.

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 develop a sequential curriculum that clearly meets the needs of all children n build on professional development opportunities so that information gathered can be implemented into practice effectively.

p.3

Setting details

Unique reference number EY360206 Local authority Lancashire Inspection number 10376060 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 6 Date of previous inspection 15 May 2019

p.4

Information about this early years setting

The childminder registered in 2007 and lives in Rossendale. She operates all year round, from 8am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The inspector and the childminder completed a learning walk together and discussed the early years curriculum. n The children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. 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.

p.4

Inspection activities

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.

p.4

Inspection activities

7 May 2025 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6