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

Children begin their day happily with this caring childminder. They take off and store their own shoes before settling down to a welcoming group time with their friends. Children take turns to choose nursery rhymes to sing, and they demonstrate the actions with lots of enthusiasm. Children's behaviour is good in this setting. They follow the childminder's example as they say, 'Good singing', and gently pat their friends on the back.

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The provision is good

The childminder delivers a curriculum based on children's interests that supports all children to make good progress. Children show an interest in the topics they learn about, such as how things grow. They look at pictures of themselves as babies and talk about how much more they can do now. In the garden, they check how much their beans have grown and water them. Children independently explore the safe learning environment the childminder creates.

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The provision is good

The childminder nurtures connections with children's families. She sends home a small cuddly toy called 'Dippy the duck' to go on family holidays and adventures with children. She encourages parents and carers to send pictures back of the duck's adventures for children to enjoy. This encourages children to share their experiences with their friends. The childminder also plans Christmas parties for children and their families to strengthen connections.

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need to do better?

n The childminder provides an environment that is rich in language to support children's speech and language development. She introduces new vocabulary through interesting topics. For example, children use words like 'pupa' and 'pullet' as they learn about the life cycles of animals. As a result, children begin to use a wide vocabulary with confidence. n The childminder does not consistently give children the time and support they need to think independently. Sometimes, she asks closed questions or answers for children, rather than supporting them to work things out for themselves. This does not support children to be active in their own learning. n The childminder helps children to remember what they learn. She uses strategies such as repetition of activities to embed children's learning. For example, children practise singing familiar songs each morning and gradually add new songs and actions to their repertoire. This ensures that children

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need to do better?

securely build on their knowledge over time. n The childminder promotes positive behaviour. Children learn to be kind to each other and take turns as they play alongside each other. Children display good behaviour, which helps them to be ready to learn. n The childminder supports children to develop independence. She adapts her

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need to do better?

23 June 2025 expectations effectively, according to the child's age and stage. Young children show determination as they take off their own shoes. Older children show immense pride as they wear an apron to become the 'lunchtime helper'. They pour drinks, count plates and set the table with flowers. Children gain the skills they need to be successful in their future learning. n The childminder promotes healthy lifestyles. She encourages children to be physically active in their play as they run and ride tricycles in the garden. The childminder teaches children about different vegetables and encourages them to eat fruit. She supports children to wash the germs from their hands before eating. As a result, children learn to make healthy choices. n The childminder works effectively with others. She consults with parents on their children's next steps in learning as they prepare to move on to primary school.

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need to do better?

The childminder shares children's learning with other settings and welcomes their input to develop her own curriculum further. This practice ensures that children receive continuity in support for their learning. n The childminder forms effective relationships with parents. She communicates clearly with parents and encourages their involvement with their child's learning. The childminder provides opportunities for parents to celebrate their children's achievements by sharing frequent observations and photos. The support she gives helps families to feel supported and engaged in their child's learning experiences. n The childminder does not use effective methods to review and reflect on her practice. This makes it difficult to identify areas for improvement and act upon them to elevate practice to an even higher level.

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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 enhance interactions with children during activities and daily routines, to give them the time they need to think about and answer questions, to enable them to extend their own learning n establish effective methods to review practice in order to identify areas for development and sharply focus the use of professional development to enhance practice and the provision further.

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Setting details

Unique reference number EY475023 Local authority Lancashire Inspection number 10388740 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 7 Number of children on roll 6 Date of previous inspection 25 July 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Preston, Lancashire. She operates all year round, from 7.30am to 5.30pm, on Monday, Tuesday, Thursday and Friday, except for bank holidays and family holidays. The childminder holds qualified teacher status. She provides the government funded places for childcare.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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.

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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

23 June 2025 23 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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