Whittle, Joanne

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

The childminder plans a broad and varied curriculum for children to access both in her home and in the local village. She uses the natural outdoors to spark children's imagination and develop their learning in a range of areas. Children are happy, confident and excited to explore. They love to count and name the flowers they collect in a nearby field. The childminder has taught children to play safely when on outings. They seek clarification before they pick a flower in case it is poisonous and know to walk close to the childminder on the path. Additionally, children independently avoid nettles and other potential hazards as they walk through woodland areas.

p.2

The provision is good

Children are independent and follow routines with ease. They collect their coats and belongings before leaving for a walk and choosing where to play. Children chatter among themselves when they have a tea party and express their needs. The childminder models good language skills to children to help develop their speech and understanding. Children enjoy joining in with books, songs and creating their own stories. Literacy is well supported.

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The provision is good

The childminder helps children integrate with society at all opportunities. Children say 'hello' to familiar people they know from the community. They visit local charity shops, food stores and group play sessions. The childminder teaches children to value other people's cultures and traditions, helping them prepare for life in modern Britain.

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need to do better?

n Generally, the childminder teaches children to be kind and helpful towards their friends. For example, older children hold hands with younger children when walking and offer hugs if another child is upset. However, some children show they need more support to follow expected rules or boundaries. The childminder, on occasion, does not use strategies that encourage more positive attitudes from children during their play. This sometimes impacts some of their relationships with their peers. n Although the childminder uses good teaching skills to help children gain new knowledge and engage well in activities, she has not reflected on how she can support children's learning even more. For example, she doesn't always recognise and respond swiftly to secure the key skills that children need in preparation for their move to school. n Parents are kept up to date with children's progress. The childminder helps

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need to do better?

parents understand the importance of continued support for children's learning at home in order for children to keep up with expected levels of development. Parents comment on the range of outdoor learning their children love to take

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need to do better?

16 June 2025 part in and how happy and settled their children are with the childminder. n The childminder helps children understand the world around them and uses this to embed new knowledge. Children talk about herons they see at the river catching fish and build nests for bugs using grass and a tree stump. The childminder asks children where the river leads. She checks and builds on their knowledge, teaching them where it leads. n The childminder works closely with the local authority and other support networks to maintain her good practice and learn new skills. She knows how to keep up to date with any changes in requirements and shares good practice with other professionals. As a result, the childminder has established a provision that enables children's good care and education, particularly if children require specific support. n Children are encouraged to practise healthy lifestyle choices and develop their

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need to do better?

physical skills. They enjoy a range of healthy snacks and know when to wash their hands. The childminder gives children plenty of opportunities during the day to run and negotiate space outside. Additionally, she seeks interactive groups suitable for babies, such as 'tummy time' sessions to help develop core strength from a young age. As a result, children are active and energetic. n The childminder ensures children are exposed to lots of speech and sounds within her planned curriculum. Children enjoy 'rhyme time' and reading books with the childminder. They discuss what they can see, and the childminder repeats words clearly back to children. The childminder helps children hear new vocabulary as they learn about mountains, factories and wood shavings, which broadens their knowledge of language further. Children are confident communicators.

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 strengthen techniques that help children learn how to follow rules and understand boundaries in order to help them maintain positive attitudes towards learning and other people n broaden knowledge and skills on how to recognise and support all children's development needs to help support their future learning, such as school readiness.

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Setting details

Unique reference number EY547484 Local authority Lancashire Inspection number 10388613 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 19 July 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Whitworth. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector and the childminder completed a joint observation of an outdoor walk.

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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

16 June 2025 16 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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