Childminder EY464856

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 warm, nurturing and calm environment for children. Children are welcomed individually and made to feel secure from the moment they arrive. The childminder builds strong relationships with each child, showing genuine care and attentiveness to their needs. The environment is thoughtfully organised, with a well-resourced playroom and accessible materials that promote independence and exploration. Children demonstrate they feel safe and secure and have a real sense of belonging.

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The provision is good

The childminder provides a broad and balanced curriculum that supports children's individual interests and developmental stages. She uses observations, along with input from parents, to plan meaningful experiences that build on what children already know and can do. For example, the childminder supports children to develop their independence skills. Younger children are supported to use knives safely as they learn to cut and slice their own fruit. Older children carry out their own toileting needs and dress themselves with confidence. Children are supported to build the skills needed to move on to pre-school and/or school.

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need to do better?

n The childminder creates an environment that promotes children's communication and language skills. For example, she models language and repeats words back to children so they can hear the correct pronunciation. In addition, she supports younger children to understand rhythm and rhyme through song time. Children are supported to become confident communicators. n The childminder weaves mathematics through daily activities and routines. For example, the childminder helps younger children to count the steps as they climb the slide. In addition, older children know the names of shapes and use different mathematical language, such as 'half' and 'length', as they play. Children are developing important mathematical skills in a fun way. n Children are developing physical skills well. They practise rolling, squeezing and kneading as they manipulate dough to create their own version of the 'hungry caterpillar'. Sensory and messy-play exploration allows children to practise using

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need to do better?

their small muscles. This helps children to develop the manipulation and control techniques needed for later writing. n The childminder has high expectations for children's behaviour. Children demonstrate an understanding of the boundaries set and are beginning to play cooperatively with their peers. This is because the childminder reinforces the expectations throughout the day and provides clear, consistent messages. Children behave well. n Children regularly go on outings in the community that are skilfully linked to their next steps. For example, children enjoy taking part in gymnastic classes to

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need to do better?

23 June 2025 help support their physical development. In addition, children learn about the world around them. They learn about a range of cultures and celebrations, such as Diwali and Lunar New Year. The childminder uses these experiences to support children's understanding of the community in which they live and communities beyond their own. n Parents value the support the childminder provides. The childminder discusses what children have been doing while in her care on a daily basis. She shares advice with parents on topics such as weaning and toilet training to further support their child while at home. This helps to provide a consistent approach to children's learning and development. n The childminder works closely with other professionals to support children with special educational needs and/or disabilities. She uses targeted plans to support children's development and shares reports with professionals and parents. This

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need to do better?

collaborative working contributes to the good progress all children make. n In the main, the childminder uses her knowledge of children's current stage of development and next steps in learning as children participate in their chosen activities. However, on occasion, the childminder does not always adapt her teaching when implementing small-group activities to consistently meet the learning needs of younger children. At these times, the learning of younger children is less well considered. n Overall, the childminder promotes good hygiene and a healthy lifestyle. Children are provided with a variety of healthy foods at mealtimes, and drinking water is available for them to access. However, on some occasions, such as after coughing, children are not supported to consider important hygiene routines. This does not support children to gain an understanding of the effects germs can have on their bodies. n The childminder reflects on her own practice. She regularly updates her

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need to do better?

knowledge through research and training to develop her professional understanding and skills.

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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 teaching during group times to help young children fully participate in the planned learning n help children to build on their understanding of the importance of good hygiene further.

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Setting details

Unique reference number EY464856 Local authority Lancashire Inspection number 10392522 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 6 Number of children on roll 5 Date of previous inspection 30 August 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Preston, Lancashire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3. The childminder offers government funded early years education.

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Inspection activities

n The childminder showed the inspector around her childminding premises to understand how the early years provision and the curriculum are organised. n The inspector spoke with the childminder about the leadership and management of the setting. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n A sample of documents was reviewed by the inspector, including suitability checks and a paediatric first-aid training certificate. n Parents' views were taken account of by the inspector.

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Inspection activities

23 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

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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