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 demonstrate that they feel safe and secure in the care of this nurturing childminder. The atmosphere is bustling and energetic. Children confidently welcome visitors into the childminder's home, reflecting their good levels of self- esteem. The childminder works hard to develop strong bonds with children. She knows their interests well and carefully observes children to respond to their needs. For instance, she encourages children to use mirrored reflections to consider and discuss how they are feeling. Children develop their imagination as they play alongside the childminder. She supports children's play by providing larger-than-life resources. For example, a toy crocodile head is used for an oral health activity. Children pretend to apply toothpaste and practise brushing the crocodile's teeth before the mouth closes. This develops their hand-eye coordination and fine motor skills in a fun and engaging way.

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The provision is good

The childminder offers a wide variety of experiences in the local community. Walking to local sites allows children to learn about road safety. The childminder welcomes parents and other members of the community to learn about Christmas and Halloween. She designs large garden displays made with the help of children. The childminder provides activities that support diversity and multiculturalism, including books and musical instruments, as they learn about Eid, Diwali and Chinese New Year. Outdoor learning is a strength of the childminder. She understands children's preferences for being active in the fresh air. The childminder provides an outdoor environment where children can explore and discover. Children have strong physical skills. They can confidently run, jump and ride scooters over undulating parts of the garden. These activities help to develop the strength in their large muscles, preparing them for their next stage in learning.

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need to do better?

n The childminder has a clear intent for her curriculum. She focuses on providing children with a variety of experiences to support growth in all areas of learning. The childminder uses her assessments of children's development to inform a carefully sequenced curriculum. She accurately identifies what children need to learn next. For instance, she helps children learn about their family history and where they came from with a family tree. This helps all children to make good progress. n The childminder knows children well and talks in-depth about their progress and development. She takes steps to help close any gaps in children's learning. This supports children to make good progress from their starting points. n Children join in with mark-making activities. They make marks using chunky chalks on the ground outside and use pencils, crayons and paints inside. The childminder supports children's physical development. For example, she teaches

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need to do better?

3 July 2025 children to use tools correctly when making play dough. Children have a secure grip as they hold tools to stir and mix the ingredients. They use two hands to roll, which is carefully demonstrated by the childminder. This further supports them to develop their pre-writing skills. n The childminder generally encourages children's good behaviour. However, she does not always explain to children why certain behaviours are not acceptable. At times, children are not helped to understand about the impact of not sharing or the impact their behaviour has on others. This means that children do not always know what is expected of them or gain a deeper understanding of how to behave next time. n The childminder sets high expectations for independence and resilience. She knows when to support children to have a go. For example, the childminder enthusiastically sets a challenge for children to get up on the climbing frame via

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need to do better?

the rope ladders. Children eagerly show great determination to try numerous times and laugh as they proudly reach the top. This helps children to develop skills ready for the next step in their learning. n The curriculum for supporting children's communication and language is good. The childminder reads stories to children enthusiastically and enhances story time with resources to keep them engaged. This provides children with valuable opportunities to develop their growing vocabulary. However, in her eagerness to communicate with them, the childminder does not always give children time to pause and reflect. This does not consistently extend and challenge children's thinking. n Parents are positive about the childminder. They enjoy the regular updates they receive about their children. The childminder works well with parents to keep them abreast of current topics and next steps in their child's learning. This helps

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need to do better?

parents to continue children's learning at home.

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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 review behaviour management strategies so that children are given clear messages about the expectations for their behaviour to fully support them in managing their behaviour independently n provide children with consistent opportunities to pause and reflect when asking questions to further extend their critical thinking skills.

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Setting details

Unique reference number 307802 Local authority Lancashire Inspection number 10392294 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 8 Date of previous inspection 14 August 2019

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Information about this early years setting

The childminder registered in 1993 and lives in Slyne, near Lancaster, Lancashire. She operates all year round from 7.45am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She works with her husband, who is also a registered childminder, and assistants. The childminder offers early years funding for children.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum. n The childminder spoke to the inspector about the children's learning and development. n The inspector observed the quality of education being provided and assessed the impact that this is having on the 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.

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Inspection activities

3 July 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

3 July 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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