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

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The provision is good

The childminder provides a highly ambitious and well-sequenced curriculum. This supports all children to make strong progress from their starting points in development. The childminder creates a warm, nurturing and stimulating environment. Children are settled, happy and confident. The childminder prioritises children's emotional development and builds strong relationships with families from the start. She gathers detailed information about children's interests, routines and care needs. The childminder uses this information to inform planning and tailor children's learning experiences effectively.

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The provision is good

The childminder observes children closely and uses her observations of children to identify their next steps in learning. She supports each child well to achieve their potential. Children behave well and show high levels of care and respect for others. The childminder is a positive role model and supports children to understand rules and boundaries, promoting good manners and social skills.

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The provision is good

Children are proud of their achievements and respond positively to the childminder's consistent praise and encouragement. The curriculum is enriched with a wide range of meaningful outings. This includes trips to the zoo, visits to the childminder's allotment and opportunities to mix with other children. The childminder uses these experiences to help to broaden children's understanding of the world around them and enhance their confidence and social development.

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need to do better?

n The childminder is passionate about her role and highly motivated to ensure that children get the most out of their time in her care. She has a high ambition for all children to thrive and continually seeks ways to improve her practice. The childminder actively engages in professional development, including training in special educational needs and/or disabilities. This deepens her understanding of children's individual needs and helps her to provide more tailored and effective support. n The childminder provides regular opportunities for children to practise recognising colours and numbers through hands-on activities. For example, as children paint wheels to make tracks, she asks questions about the colours they are using. The childminder encourages them to name and identify each one. She weaves in number recognition where appropriate, helping children to count or match quantities during their play. As a result, children make significant progress

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need to do better?

in their mathematical development. n The childminder demonstrates a clear understanding of each child's developmental starting points. She supports their growing independence through everyday routines, such as encouraging them to wipe their hands and faces. The

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need to do better?

3 June 2025 childminder provides gentle guidance and praise to build children's confidence in managing their self-care tasks. However, there are occasions where she steps in too quickly to complete tasks for them, such as wiping their noses. This sometimes limits opportunities for children to practise and strengthen their independence skills further. n The childminder places a strong emphasis on promoting healthy eating. She patiently encourages children to try new foods and helps them to understand how eating fruit and vegetables benefits their bodies. Children are actively involved in growing their own vegetables at the allotment. This deepens their interest in healthy choices and where food comes from. The childminder prepares nutritious and home-cooked meals using fresh ingredients and thoughtfully introduces new flavours. As a result, children enjoy a balanced and varied diet that supports their overall well-being.

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need to do better?

n The childminder creates a positive environment by setting high expectations for behaviour. She gently reinforces these expectations by reminding children to share and use resources safely. The childminder shows children how to express their needs with words. However, when children find it difficult to manage their emotions, she does not consistently guide them further to manage their feelings. As a result, children do not always receive the support they need to fully understand and manage their emotions. n Children engage with play dough using a variety of tools, including moulds that support their early recognition of numbers. As they press, roll and shape the dough with their hands and fingers, they develop the fine motor strength and coordination needed for early writing. These hands-on activities lay essential foundations for pencil control and mark making. This supports children's physical readiness for future literacy tasks.

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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 promote children's independence further by providing consistent opportunities for them to do things for themselves n support children further to learn how to manage their emotions and feelings.

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Setting details

Unique reference number EY406788 Local authority Lancashire Inspection number 10392096 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 2 August 2019

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Information about this early years setting

The childminder registered in 2010 and lives in Ingol, Preston. She operates all year round, from 9am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides government-funded childcare.

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Inspection activities

n The inspector carried out a learning walk to discuss the childminder's curriculum, including how the childminder assesses and plans for children's learning. n The inspector discussed safeguarding procedures with the childminder. n The inspector observed the quality of education during activities and evaluated the impact on children's learning and personal development. n The inspector held a discussion with the childminder in relation to the leadership and management of the setting. n The inspector took account of the views of parents through written feedback provided.

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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.

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Inspection activities

3 June 2025 3 June 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

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

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