Childminder EY343845

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 are happy and content in their play. They are curious and make their own choices. Children remain engaged with activities they enjoy. The childminder uses good teaching skills to support children's learning and encourage their thinking during activities. This helps children continue to make progress and gain positive attitudes. Children chatter with the childminder and show their unique personalities throughout the day. The childminder and her assistants have formed caring relationships with children, which helps them feel safe and secure in their home. In turn, children flourish and settle quickly.

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The provision is good

Children are provided with a broad curriculum, utilising a range of outings to help children learn in all areas and give them experiences they may not get at home. The childminder uses these visits to extend children's physical skills and understanding of the natural world. Children talk about different fruit and vegetables and are taught that healthy food helps their muscles grow. They demonstrate good health and hygiene practices as they wash their hands before eating. Additionally, children know that when food is dropped on the floor they can not eat it.

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The provision is good

Children are kind to each other. They find their friends' favourite animals from the box and share them. Children are positive towards their peers and thrive from making other people smile and giggle. Furthermore, children care for dolls, showing empathy and compassion for others. Children follow instructions with ease and take ownership for keeping their playroom tidy. They independently put toys away before getting the next activity out.

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need to do better?

n The childminder ensures she keeps her own required professional development and that of her assistants up to date, such as paediatric first-aid qualifications. However, the childminder has not embedded robust coaching strategies that help her assistants improve knowledge and skills further. This means that, sometimes, gaps in the assistants' knowledge mean interactions and teaching do not promote the highest outcomes for all children. This said, children love being in her company and remain interested in the activities she shares with them. n Children are well supported from the start. The childminder gathers and tracks children's development closely in order to plan and identify next steps. She uses this information to tailor her teaching skilfully during play. This means that children remain engaged in meaningful activities and thrive in their learning. n Inclusion is embedded into the curriculum for children. They play with a range of

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need to do better?

multi-cultural resources and respect the differences people have. Furthermore, children visit local communities, where they socialise with a range of other

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need to do better?

17 July 2025 people, helping them learn to value and respect their differences. This helps them prepare for life in modern Britain. n Children are prepared for their move to school. They know what will happen when they go into Reception and have the skills they need to succeed. For example, children are confident, independent and can concentrate during tasks. Children excitedly talk about their new uniforms, class teachers and friends at their new school. They are supported well with their transition. n Children practise their fine motor skills when they manipulate dough with their hands and different tools. This helps strengthen the muscles in their hands in preparation for early writing. Additionally, they learn to focus and use their creativity. Children spend time moulding fruit and baskets to put them in. n Children have the opportunity to use their mathematics skills during play. They build with blocks and talk about the size and shapes of their creations.

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need to do better?

Additionally, children solve problems. They work out how to organise items into a bag to ensure they all fit in. Children compare the heights of their towers and cheer when the tallest one topples over. n Children are confident communicators. They share stories from home and ask questions to find out more information. Children use a range of words they hear and learn from the childminder, such as 'utensils', when selecting from a range of equipment. The childminder and any assistant she may work with model clear language, sing songs and read stories to children. This helps broaden their vocabulary as well as their literacy skills. n The childminder understands how to work with parents to keep them involved in their child's learning and she develops close relationships with families. This helps information sharing become seamless. Parents know they can talk to the childminder about a range of topics and how to help continue their children's

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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 strengthen arrangements for the supervision of staff, to coach assistant and update her knowledge, to enhance the quality of teaching further.

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Setting details

Unique reference number EY343845 Local authority Lancashire Inspection number 10398229 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 12 Number of children on roll 7 Date of previous inspection 9 October 2019

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Information about this early years setting

The childminder registered in 2007 and lives in Accrington, Lancashire. She operates Monday to Thursday all year round, from 7.30am to 5pm, except for bank holidays and family holidays. The childminder works with an assistant. The childminder holds a childcare qualification at level 3.

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Inspection activities

n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The inspector completed a joint observation with the childminder and her assistant. n Children spoke to and engaged with the inspector during the inspection. n The inspector took account of written testimonials from parents. n The childminder and the inspector discussed the provision and the curriculum. n The inspector looked at relevant documentation, such as the paediatric first-aid and safeguarding certificates.

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Inspection activities

17 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

17 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

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