Childminder EY548929

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 form strong bonds with the childminder. They are happy, settled and enjoy attending. The childminder offers a warm and welcoming home, where children feel safe and secure. She gets to know families well from the start. A flexible settling-in process helps meet each child's individual needs. This supports emotional security and smooth transitions. The childminder gathers detailed information about children's interests and routines. She uses this to plan meaningful experiences that help children feel valued and understood. Children confidently seek comfort from her when needed. They learn to make choices and take turns with others. The childminder encourages kind behaviour and positive friendships.

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The provision is good

The curriculum is carefully planned to meet each child's stage of development. The childminder focuses on helping all children make progress at their own pace. She supports their emotional well-being and promotes independence in daily routines. Children learn to manage basic tasks, such as putting on shoes or tidying up. This builds confidence and prepares them for school. The childminder uses children's interests to plan engaging and relevant activities. As a result, children are motivated, confident and ready for their next stage of learning. Even the youngest children develop strong life skills and secure foundations for future success.

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need to do better?

n The childminder demonstrates a calm, gentle and nurturing approach. She consistently uses positive praise to recognise children's efforts and achievements. Children listen attentively and respond well to her clear and consistent guidance. They follow familiar routines with confidence, which helps them feel secure and understand what to expect next. When unwanted behaviour occurs, the childminder responds in an unwavering yet loving manner. Her consistent, respectful approach helps children to feel safe, understood and supported. n The childminder knows children well and plans experiences that support their developmental goals. However, she does not always check what children already can do. For example, older children sometimes complete the same tasks as younger ones, despite already being confident in those skills. As a result, they spend time practising what they can already do rather than being challenged to

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need to do better?

make even more progress. n The childminder provides a range of home-made, nutritious snacks and well- balanced meals, which children thoroughly enjoy. She reminds them to drink water and talks about the importance of staying hydrated, encouraging children to develop healthy lifestyles. During snack times, the childminder uses everyday moments as learning opportunities. For example, counting out raspberries together, which supports children's early mathematical development in a

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need to do better?

22 July 2025 meaningful and engaging way. n Children enjoy gathering closely with the childminder for cosy, small-group song times. She uses these moments to introduce and model age-appropriate vocabulary, encouraging children to join in, ask questions and share their thoughts. Through warm, responsive interactions, the childminder supports children's communication and language skills effectively. As a result, even children who have just turned two demonstrate an advanced vocabulary and confidently express themselves. n The childminder values inclusivity and takes some steps to raise children's awareness of different cultures. She plans occasional activities, such as art and craft sessions, linked to celebrations like Easter and Chinese New Year. She provides access to culturally diverse stories and dolls. These experiences help children begin to recognise that people live in different ways. However, opportunities to explore a broader range of people, cultures and communities

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need to do better?

are not consistently embedded in practice. As a result, children are not always supported to develop a deeper understanding of the world. They are not able yet to fully appreciate the similarities and differences between their own and others' ways of life. n Parents describe the childminder as warm, compassionate and reliable. They praise the nurturing environment she provides, where children feel safe, valued and happy. Parents talk about the strong bonds their children have formed with the childminder and her family and how much they enjoy their time in her care. They appreciate her flexibility in adapting routines and arrangements to support families, especially those working varied shift patterns. Parents also highlight her impressive attention to detail in meeting each child's individual needs, which gives them great confidence in the quality of care she provides.

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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 increase the ambition of the curriculum so that teaching for older children provides them with even greater challenge n plan a wider range of experiences that help develop children's understanding of diversity, and the similarities and differences between themselves and others.

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Setting details

Unique reference number EY548929 Local authority Lancashire Inspection number 10398080 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 2 October 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Chorley. She operates term time only from 7am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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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 The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request. n The inspector spoke to parents during the inspection and took account of their views.

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Inspection activities

22 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

22 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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