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 form strong bonds with this welcoming childminder. Children happily use their imagination. For example, they pretend to be dinosaurs and superheroes, and they invite the childminder to join their play. The warm and enthusiastic interactions support children to develop their imagination and understanding of the world. The childminder is a positive role model and has high expectations for children's behaviour. As a result, children behave very well.

p.2

The provision is good

Children are happy, secure and develop warm relationships with the childminder, who knows them well. The childminder gathers important information from parents about their children and prior learning. She tailors settling-in sessions when children start. This helps to create a smooth transition and ensures that children's care and learning needs are met.

p.2

The provision is good

The childminder provides a curriculum based on children's emerging interests and what they need to learn next. Children are encouraged to choose from a selection of resources and initiate their own play. The childminder helps children build their confidence and exploration skills. Children laugh as they look at books and repeat known phrases. Literacy and language are well supported. Children sing songs with the childminder and hear her modelling new and ambitious vocabulary during play.

p.2

The provision is good

Children learn key independence skills such as how to wash their hands after wiping their nose. Children tidy up after themselves, before getting other activities out, to maintain a safe environment. For example, children carefully clean paint off their feet following a printing activity. This helps children to understand rules and boundaries that the childminder has set in place.

p.2

need to do better?

n The childminder places a high priority on developing children's communication and language skills. Children independently select several books to read with the childminder and enjoy sharing the stories with her. Children snuggle up to the childminder, looking at the pictures and completing sentences from the books with enthusiasm. Furthermore, children join in when singing rhymes and songs. Opportunities such as these help to develop children's communication skills. n Children are calm and polite. They behave well and seek cuddles from the childminder for reassurance. They are secure and content in their play. Children are taught self-care skills, such as handwashing after they wipe their nose and visit the toilet. Additionally, children wipe marks off clothing and tables as they tidy up after themselves. n Children are developing positive attitudes to learning. The childminder uses her knowledge of each child to provide activities that interest them and spark their

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need to do better?

12 June 2025 imagination. For instance, children cheer when the childminder tells them it's time to play a number game involving bears in a bed. They spend time manipulating the bears into an order and discussing number recognition. However, older children are not always motivated and challenged by some of the activities. This means, at times, older children's learning is not fully extended. n The childminder takes children on visits to local parks, and they enjoy her outdoor space. Children develop their physical skills as they play games, climb and kick footballs. Additionally, children practise their smaller physical skills as they make marks with chalk. The childminder plans her curriculum using topics, such as animals, to help children develop an understanding of the world around them. To enhance this, she gives children real-life opportunities to use what they have learned. For example, when children explore different ways of using a

p.2

need to do better?

crayon, she looks for objects at the zoo to make rubbings. This helps children remember what they have been taught. n Children know the daily routine well and look forward to mealtimes. The childminder provides them with a healthy range of food and works with parents to broaden children's diet. She encourages children to sit nicely at the table when eating and holds engaging conversations with them. This helps them gain social skills. Additionally, children learn to hold cutlery and practise using manners. n The childminder seeks out training she feels will have the most impact on her provision. She evaluates her teaching and knowledge regularly. The childminder works with other professionals to improve her setting and share good practice. This helps her maintain a good level of care and education for all children.

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 ensure activities motivate and challenge older children to extend their learning even further.

p.3

Setting details

Unique reference number 308198 Local authority Lancashire Inspection number 10388255 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 1 Date of previous inspection 4 July 2019

p.4

Information about this early years setting

The childminder registered in 1994 and lives in Thornton-Cleveleys. She operates during term time from 8am to 5.30pm, Tuesday and Thursday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3. She provides government-funded childcare.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the interactions between the childminder and the children. n The inspector viewed and discussed the safety and suitability of the premises. n Children spoke with the inspector during the inspection.

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Inspection activities

12 June 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

12 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

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