Childminder 2724475

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder provides a calm and nurturing atmosphere. She models respectful behaviour and sets high expectations. The childminder's strong understanding of how children learn informs a curriculum that is stimulating, purposeful and well matched to children's developmental needs. She places a high priority on developing children's communication and language skills. The childminder has a secure understanding of how to support children who are learning English as an additional language. Through consistent narration, skilful questioning and regular naming of objects and actions, she exposes children to a rich and varied vocabulary as they play. This, in turn, promotes children's growing confidence in speaking and understanding language.

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The provision is good

The childminder identifies and responds to any gaps in children's learning. She takes steps to close these and provides support to help children catch up, such as through interactions. The childminder carefully considers children's progress and their next steps in learning when planning activities and resources. Children make consistently strong progress across all areas of learning. They develop the knowledge and skills they need to become confident and independent learners. Secure and trusting relationships with the childminder help children to feel emotionally safe. They settle quickly. The childminder sets clear and consistent boundaries, which helps children to understand what is expected of them and supports their positive behaviour.

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need to do better?

n The childminder uses her strong knowledge of child development to shape the curriculum. She plans around children's interests and natural curiosity. The choice of enticing activities the childminder plans around children's interests helps them to engage for long periods of time. For example, children explore habitats in a tuff tray using sand, water and mud. This helps children to gain a deeper understanding of the world. n On the whole, the childminder supports children to develop their independence. For example, children confidently choose their own play and wash their own hands. However, the childminder does not consistently encourage children to build their independence skills. For instance, in their enthusiasm the childminder and any assistants she works with do some tasks for children, such as pouring their drinks for them. Despite this, children are making some progress as they develop their self-care skills.

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need to do better?

n Children are highly engaged in their learning and sustain concentration during purposeful activities. Outdoors, the childminder encourages them to explore early mathematical concepts using measuring jugs. Children compare quantities, such as 'full, half-full' and 'empty'. They begin to make links between the

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need to do better?

4 July 2025 language of size and number as they predict and test how many small jugs it takes to fill a larger container. These experiences deepen children's understanding of volume and support their problem-solving skills. This also promotes coordination and control. n The childminder offers rich opportunities for physical play and outdoor exercise. Children enjoy yoga sessions, which the childminder teaches with enthusiasm and creativity. The childminder uses these sessions to support children's balance, coordination and body awareness. She includes purposeful activities into outdoor play, such as ball games. As a result, children become active, capable and resilient learners. n The childminder gives children clear guidance about her expectations and next steps. She helps children to manage routines and resolve disagreements. The childminder reassures children when they feel overwhelmed. However, she does

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need to do better?

not consistently help children to explore their emotions. This limits their ability to understand feelings and regulate their emotions. n The childminder reflects on the quality of the setting. She regularly attends opportunities for professional development and makes changes that have a positive impact for children. The childminder provides regular guidance and feedback to any assistants she works with, through observations and effective supervision sessions. This enables the childminder to maintain the highest standards for children. n Parents and carers are very appreciative of the care that the childminder provides. They describe her as kind and caring and value the wide range of activities children enjoy outside of the home, such as visiting woodlands and farms. Parents feel very well informed about children's progress and development as the childminder communicates effectively about what their children need to learn next. Therefore, parents know how they can support their

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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 opportunities for children to manage simple routine tasks to further support their emerging independence n enhance support for children who do not yet have the skills they need to recognise and manage their own emotions.

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Setting details

Unique reference number 2724475 Local authority Lancashire Inspection number 10394598 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 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in the Buckshaw Village area of Chorley. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3. She works with an assistant. The childminder provides government funded childcare.

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Inspection activities

n The inspector and childminder completed a learning walk and discussed her curriculum for the children. n The inspector observed interactions between the childminder and children. n The inspector had a discussion with the childminder to evaluate the activities and her teaching practice. n The inspector spoke to the childminder and her assistant at appropriate times throughout the inspection. n Parents shared their views with the inspector about the childminder's setting.

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Inspection activities

4 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

4 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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