Childminder EY546877

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, settled and confident in the warm, trusting environment the childminder creates. She knows each child's personality extremely well and uses this deep understanding to support their individual needs and interests. As a result, all children, including the youngest, show age-appropriate levels of independence. They confidently find and put on their shoes and choose their own play.

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The provision is good

The childminder provides a rich, engaging curriculum that reflects children's interests and keeps them motivated to learn. She supports children's physical development effectively. Drawing on her knowledge of what each child enjoys and is ready for, she provides opportunities for children to explore movement outdoors. In the garden, they practise balancing, stretching and moving their bodies. Through different ways, children develop confidence and coordination through active, playful exploration.

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The provision is good

Children behave well and are kind and considerate towards each other. This is especially clear when older children help younger ones reach resources or explain how to use them. The childminder is a calm, consistent role model and teaches the importance of good hygiene, such as washing away germs.

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need to do better?

n The childminder is ambitious for every child to reach their full potential. The curriculum is individualised around what interests children and what they need to know next. Children learn through a well-planned, sequenced curriculum. All children make good progress from their starting points. n The childminder promotes diversity by incorporating activities that teach children about different cultures and backgrounds. Children regularly take trips to learn about their local community and the wider world around them. Children learn about similarities and differences between themselves and others. For example, they learn about the dynamics of families different to their own through discussions and stories. n The childminder supports all children to develop good communication and language skills. For instance, she asks children thought-provoking questions and then gives them time to think and answer. Children are confident to

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need to do better?

communicate their thoughts and ideas. The childminder supports younger children to build on their range of vocabulary. For example, she repeats words and builds on their sentences skilfully. n The childminder knows the children she cares for very well. She develops activities to support the next steps in their learning. For example, she introduces pots of slime because she knows they enjoy this activity. Children remain engaged for long periods. The childminder provides opportunities for children to

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need to do better?

17 July 2025 develop their hand-eye coordination and increase dexterity in their hands. For instance, children enjoy pushing, squeezing and squashing slime. This helps children to develop their small-hand muscles and prepare them for early writing. n The childminder is passionate about the education of the children in her care. The childminder supports children with special educational needs and/or disabilities well. Her knowledge helps her to identify and share with parents any developmental concerns she may have about children. Therefore, as a result, all children make good progress. n The childminder develops children's love of books. She ensures books are freely available and easily accessible. Young children enjoy looking at the pictures and turning pages. This helps them develop their knowledge of how books work. n The childminder reflects regularly to identify what works well in children's learning and development. She knows her strengths and clearly recognises

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need to do better?

where she can improve further. She completes training to stay updated with statutory requirements. However, she does not yet routinely identify and use other professional development opportunities to extend her skills and knowledge to enhance the quality of her teaching. n The childminder promotes good hygiene routines, including handwashing before meals, and uses mealtimes to talk about healthy habits. Children are offered wholesome, nutritious snacks and enjoy regular outdoor play using large equipment. These experiences help children build physical skills, develop healthy habits and understand how to make positive choices for their well-being. n Relationships with parents are built on a foundation of trust and mutual respect. Parents express high levels of satisfaction with the care and education their children receive. They speak positively about their children's progress. The childminder communicates regularly and openly, sharing information daily. The

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need to do better?

childminder helps parents feel fully involved and reassured.

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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 identify targeted training to deepen knowledge and deliver even more effective teaching that enhances children's learning.

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Setting details

Unique reference number EY546877 Local authority Lancashire Inspection number 10394812 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 5 Number of children on roll 5 Date of previous inspection 26 September 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Euxton in Chorley. She operates Monday to Friday, 6.45am to 6pm, all year round. The childminder 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 inspector spoke to children, to find out about their time at the setting. 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. n The childminder provided the inspector with a sample of key documentation on request. n The inspector carried out a joint observation of an activity with the childminder.

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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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